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Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices

Artigo2022

Babawande Emmanuel Olawale; Winston Hendricks

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Resumo

Understanding the experiences of those undergoing teacher education and their educators is central to pedagogical practices. While some studies have found that experiences and beliefs influence instructional decisions, others revealed that practice influences beliefs. Although the complexity of the relationship between conceptions and practice defies the simplicity of cause and effect, much of the contrast in the teachers’ instructional emphasis may be explained by differences in their prevailing views of mathematics. This study examined the experiences and beliefs of mathematics student teachers and their teacher educators on their practices. The study employed a qualitative research approach and a case study design; data was gathered using document reviews, observations, and interviews. For this study, seventy-five mathematics student teachers and six mathematics teacher educators were purposively sampled from three traditional South African universities. Data collected for this study were analyzed thematically. Research findings revealed that teacher education program positively influences mathematics student teachers’ beliefs of their practices. On the contrary, mathematics teacher educators’ educational background and teaching experiences contribute little to no to their teaching, making their practices authoritative. The study concludes that the emotional, relational, and moral viability of pedagogical methods is dependent on the experiences of those undergoing mathematics teacher preparation programs and their educators. As a result, development programs for mathematics teacher educators are critical for upskilling them in how to set up and manage more participatory classrooms.

Dados da obra

Tipo
Artigo
Periódico
Journal of Research and Advances in Mathematics Education, p. 211-223
Editora
Universitas Muhammadiyah Surakarta
Ano
2022 (2022-10)
Idioma
en
Palavras-chave
beliefs; development; pedagogical approaches; teacher education programme; Student Teachers; Mathematics Teachers; Student Attitudes; Teacher Educators; Teacher Attitudes; Teaching Experience; Foreign Countries; Universities; Mathematics Instruction; Mathematics Education; Teacher Education Programs
Temas
Formação de Professores de Matemática
DOI
10.23917/jramathedu.v7i4.17979
ISSN
2503-3697
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
OLAWALE, Babawande Emmanuel; HENDRICKS, Winston. Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices. Journal of Research and Advances in Mathematics Education, p. 211-223, 2022. DOI: https://doi.org/10.23917/jramathedu.v7i4.17979.

APA

Olawale, B. E., & Hendricks, W. (2022). Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices. Journal of Research and Advances in Mathematics Education, 211-223. https://doi.org/10.23917/jramathedu.v7i4.17979

BibTeX
@article{olawale2022,
  author = {Olawale, Babawande Emmanuel and Hendricks, Winston},
  title = {Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices},
  year = {2022},
  journal = {Journal of Research and Advances in Mathematics Education},
  pages = {211-223},
  publisher = {Universitas Muhammadiyah Surakarta},
  doi = {10.23917/jramathedu.v7i4.17979},
  language = {en}
}
RIS
TY  - JOUR
AU  - Olawale, Babawande Emmanuel
AU  - Hendricks, Winston
TI  - Chronicling the experiences and beliefs of mathematics student teachers and their educators on their practices
PY  - 2022
JO  - Journal of Research and Advances in Mathematics Education
SP  - 211
EP  - 223
DO  - 10.23917/jramathedu.v7i4.17979
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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