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Prospective teachers’ beliefs on mathematics during internships—a quasi-longitudinal analysis

Artigo2025

Felix Woltron; Stefan Götz

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Resumo

Prospective teachers repeatedly emphasize the importance of practical phases during mathematics teacher education. Therefore, in light of the professionalization of teacher education, prospective teachers’ beliefs during their internships are examined within a (quasi-)longitudinal study. The purpose of this study is to evaluate key points and desiderata to get a deeper insight into the landscape of prospective teachers’ beliefs. The gathered results could be considered in the development of a theoretical framework for supporting courses related to the practical phases. Based on the results of this study, certain categories identified in the TEDS-M study could be confirmed. Moreover, the beliefs concerning the sub-categories of those categories do not change significantly during the practical phases. This stability is also expressed by the result that a dynamic view on mathematics, a constructivist focus on teaching mathematics and a self-active understanding of once own given lessons dominate a static view on mathematics, a transmissive focus on teaching mathematics and a traditional directive understanding of self-conducted teaching Finally, significant correlations between subcategories could be evaluated. Using the obtained results, a draft of a didactically based design supporting the practical phases is formulated.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Education, v. 10
Editora
Frontiers Media S.A.
Ano
2025 (2025-04)
Idioma
en
Palavras-chave
epistemological beliefs; internship; mathematics education; TEDS-M; beliefs change; teacher education
Temas
Formação de Professores de Matemática
DOI
10.3389/feduc.2025.1462662
ISSN
2504-284X
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
WOLTRON, Felix; GÖTZ, Stefan. Prospective teachers’ beliefs on mathematics during internships—a quasi-longitudinal analysis. Frontiers in Education, v. 10, 2025. DOI: https://doi.org/10.3389/feduc.2025.1462662.

APA

Woltron, F., & Götz, S. (2025). Prospective teachers’ beliefs on mathematics during internships—a quasi-longitudinal analysis. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1462662

BibTeX
@article{woltron2025,
  author = {Woltron, Felix and Götz, Stefan},
  title = {Prospective teachers’ beliefs on mathematics during internships—a quasi-longitudinal analysis},
  year = {2025},
  journal = {Frontiers in Education},
  volume = {10},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/feduc.2025.1462662},
  language = {en}
}
RIS
TY  - JOUR
AU  - Woltron, Felix
AU  - Götz, Stefan
TI  - Prospective teachers’ beliefs on mathematics during internships—a quasi-longitudinal analysis
PY  - 2025
JO  - Frontiers in Education
VL  - 10
DO  - 10.3389/feduc.2025.1462662
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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