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The Delayed Influence of a Teacher Education Program: A Longitudinal Study of Elementary Mathematics Teachers' Belief Development

Artigo2022

Amanda G. Sawyer

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Resumo

Some researchers found that preservice mathematics teacher education programs have little effect on elementary mathematics teacher beliefs. A preservice teacher education program can influence beliefs for some mathematics teachers. However, the question still remains as to what happens to these beliefs after the first 2 years of teaching. In this study, I interviewed and observed three elementary mathematics teachers 10 years after their preservice education program ended to investigate their current beliefs about the nature of mathematics, teaching mathematics, and learning mathematics and how these beliefs compared to those they held during their second year of teaching. The data show that teacher education programs might not initially influence individuals, but later, the individuals could become aware of their beliefs and take practices taught in teacher education programs into consideration. The data also support the finding that teacher education programs can have a lasting impact on these participants.

Dados da obra

Tipo
Artigo
Periódico
Teacher Education Quarterly
Ano
2022
Idioma
en
Palavras-chave
Elementary School Teachers; Mathematics Teachers; Preservice Teachers; Beliefs; Attitude Change; Teacher Role; Mathematics Education; Influences
Temas
Formação de Professores de Matemática
ISSN
0737-5328
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SAWYER, Amanda G.. The Delayed Influence of a Teacher Education Program: A Longitudinal Study of Elementary Mathematics Teachers' Belief Development. Teacher Education Quarterly, 2022. Disponível em: https://eric.ed.gov/?id=EJ1361583. Acesso em: 5 nov. 2026.

APA

Sawyer, A. G. (2022). The Delayed Influence of a Teacher Education Program: A Longitudinal Study of Elementary Mathematics Teachers' Belief Development. Teacher Education Quarterly. https://eric.ed.gov/?id=EJ1361583

BibTeX
@article{sawyer2022,
  author = {Sawyer, Amanda G.},
  title = {The Delayed Influence of a Teacher Education Program: A Longitudinal Study of Elementary Mathematics Teachers' Belief Development},
  year = {2022},
  journal = {Teacher Education Quarterly},
  url = {https://eric.ed.gov/?id=EJ1361583},
  language = {en}
}
RIS
TY  - JOUR
AU  - Sawyer, Amanda G.
TI  - The Delayed Influence of a Teacher Education Program: A Longitudinal Study of Elementary Mathematics Teachers' Belief Development
PY  - 2022
JO  - Teacher Education Quarterly
UR  - https://eric.ed.gov/?id=EJ1361583
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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