“I’m a bit out of place here.”—Preservice teachers’ positioning in the figured world of university mathematics
Educational Studies in Mathematics,
Год журнала:
2024,
Номер
116(2), С. 237 - 255
Опубликована: Апрель 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.
Язык: Английский
Mathematikspezifische Motivation im Lehramtsstudium – Operationalisierung und Bedeutung für Studienprozesse
Journal für Mathematik-Didaktik,
Год журнала:
2024,
Номер
45(2)
Опубликована: Ноя. 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.
Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs
Computers and Education Open,
Год журнала:
2024,
Номер
7, С. 100199 - 100199
Опубликована: Июнь 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.
Язык: Английский
Half a mathematician? How preservice teachers are connected to their studied discipline
Journal of Curriculum Studies,
Год журнала:
2023,
Номер
unknown, С. 1 - 17
Опубликована: Окт. 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.
Язык: Английский