Half a mathematician? How preservice teachers are connected to their studied discipline DOI Creative Commons
Simon Guse, Dorothe Kienhues, Regina Jucks

et al.

Journal of Curriculum Studies, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 17

Published: Oct. 23, 2023

Preservice teachers study an academic discipline (e.g. mathematics) and – just like students majoring in that have a certain level of connectedness to it. While studying, may compare themselves peers studying the same within alternative degree programs, characterized by different contexts. Notably, preservice mathematics engage such comparisons with major students, potentially fostering teachers' feelings being less connected discipline. Thus, using constructs task value sense belonging, we investigate how students' perceived differs it from they anticipate is experienced respective other program. Data 174 96 Germany suggest perceive as than be. These findings are supported contrasting participants' own perspectives their anticipated what program would indicate. This comparison yields even more pronounced effect sizes. Differences between levels well implications for higher education teacher discussed.

Language: Английский

“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics DOI Creative Commons
Lara Gildehaus, Michael Liebendörfer, Einat Heyd‐Metzuyanim

et al.

Educational Studies in Mathematics, Journal Year: 2024, Volume and Issue: 116(2), P. 237 - 255

Published: April 15, 2024

Abstract Preservice mathematics teachers are sometimes trained in programs so that they have both their own courses and joint with majors from the beginning of studies. While this is thought to provide them deep mathematical knowledge teaching-specific content right start, many report disaffection disengagement during very first semester. Current approaches often frame an individual’s perspective, investigating cognitive affective individual differences among students. In contrast, we aim understand issue a sociocultural examining underlying social processes. study, thus explored preservice teachers’ experiences component training, using Holland colleagues’ theory figured worlds as theoretical lens. Three group interviews 14 higher secondary common mixed setting Germany (one course specific teachers, one general together major students) were analyzed. Our findings displayed experienced two dichotomous teaching. further analysis positioning between these provided new insights explain disaffection, disengagement, consequent learning behavior. We discuss practical implications, focusing on different teaching systems interventions teacher education.

Language: Английский

Citations

1
Mathematikspezifische Motivation im Lehramtsstudium – Operationalisierung und Bedeutung für Studienprozesse DOI Creative Commons
Lara Gildehaus, Stefanie Rach, Michael Liebendörfer

et al.

Journal für Mathematik-Didaktik, Journal Year: 2024, Volume and Issue: 45(2)

Published: Nov. 14, 2024

Zusammenfassung Viele Mathematiklehramtsstudierende berichten im ersten Studienjahr von Motivationsproblemen, die wahrscheinlich mit ungünstigen Studienprozessen einhergehen. Um diesen Zusammenhang aufzudecken, orientieren wir uns an bestehenden Differenzierungen berufs- und fachbezogener Motivation Rahmen der Expectancy-Value-Cost Theorie. Konkret untersuchen wir, ob fachbezogene Wertüberzeugungen Lehramtsstudierenden mathematikspezifisch operationalisiert werden können welche Bedeutung Studienprozess diese für Lehramtsstudiengänge haben. Aufbauend auf Vorarbeiten Studien zu verschiedenen Objekten wurde dazu ein Fragebogen entwickelt. In einer Studie 270 Mathematikstudierenden des Sekundarstufen II-, I‑ Primarstufen-Lehramtes konnte eine gute Passung zwischen dem theoretischen Modell fachbezogenen den empirischen Daten festgestellt werden. Vor allem intrinsische in Bezug das Fach zeigen sich als relevant Studienzufriedenheit, Abbruchneigung Partizipation (in Form Beweisnutzung Abschreibeverhalten). Theoretische praktische Implikationen zur spezifischer Motivationslagen Lehramtsstudium Mathematik sowie gezielte Interventionsmöglichkeiten diskutiert.

Citations

0
Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs DOI Creative Commons

Andreas Hülshoff,

Regina Jucks

Computers and Education Open, Journal Year: 2024, Volume and Issue: 7, P. 100199 - 100199

Published: June 26, 2024

Information and communications technology (ICT) plays an important role in teaching learning English as a Foreign Language (EFL) at school. However, there are still relevant research gaps regarding (prospective) teachers' attitudes approaches towards ICT-assisted EFL learning. The present study examined possible different groups of pre-service teachers based on patterns their to associations with level value self-efficacy beliefs sample from various universities North Rhine-Westphalia (Germany). Results cluster analysis identified three distinct clusters who differed significantly transmissive constructivist Cluster allocation varied depending participants' level. Further comparisons also partly indicated significant between Participants' did not vary teachers. Possible implications discussed conclusively.

Language: Английский

Citations

0
Half a mathematician? How preservice teachers are connected to their studied discipline DOI Creative Commons
Simon Guse, Dorothe Kienhues, Regina Jucks

et al.

Journal of Curriculum Studies, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 17

Published: Oct. 23, 2023

Preservice teachers study an academic discipline (e.g. mathematics) and – just like students majoring in that have a certain level of connectedness to it. While studying, may compare themselves peers studying the same within alternative degree programs, characterized by different contexts. Notably, preservice mathematics engage such comparisons with major students, potentially fostering teachers' feelings being less connected discipline. Thus, using constructs task value sense belonging, we investigate how students' perceived differs it from they anticipate is experienced respective other program. Data 174 96 Germany suggest perceive as than be. These findings are supported contrasting participants' own perspectives their anticipated what program would indicate. This comparison yields even more pronounced effect sizes. Differences between levels well implications for higher education teacher discussed.

Language: Английский

Citations

1