“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

и другие.

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

“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

и другие.

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

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