How Pre-Service Teachers Define "Good" Mathematics Teaching and Learning
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Resumo
Mathematics self-efficacy (beliefs about oneself as a learner of mathematics) and mathematics teaching efficacy (beliefs about oneself as a mathematics teacher) are important constructs that influence pre-service teachers' (PTs') learning and teaching (Bandura 1986). However, less is known qualitatively about how PTs define good teaching and learning when they make efficacy judgments such as, "I am good at learning mathematics" or "I am good at teaching mathematics." This qualitative case study used journaling to examine 23 elementary PTs' definitions of being good at doing and teaching mathematics. Our findings suggest PTs define being good at mathematics in a variety of ways, including receiving good grades, being fluid (quickly and successfully doing procedures), and having the ability to apply mathematics to new contexts. PTs also held a variety of definitions of good mathematics teaching, including focusing on student understanding, using group work and manipulatives, and having passion. These results have implications for researchers studying self-efficacy and teaching efficacy as well as for teacher educators hoping to engage PTs fully in their classrooms.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Education at Teachers College, v. 14, n. 2, p. 9-16
- Editora
- Teachers College
- Ano
- 2023 (2023-12-20)
- Idioma
- en
- Palavras-chave
- Preservice Teachers; Mathematics Teachers; Teacher Attitudes; Definitions; Mathematics Instruction; Self Efficacy; Beliefs; Teacher Effectiveness; Teaching Methods; Teacher Motivation; Teaching Skills; pre-service teachers; mathematics self-efficacy; mathematics teaching efficacy; primary teacher education; teacher beliefs; student understanding; manipulative materials; group work; teacher passion; mathematics learning
- Temas
- Formação de Professores de Matemática
- DOI
- 10.52214/jmetc.v14i2.11723
- ISSN
- 2156-1397, 2156-1400
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
PHELPS-GREGORY, Christine Marie; REDFIELD, Gabrielle; FRANK, Martha. How Pre-Service Teachers Define "Good" Mathematics Teaching and Learning. Journal of Mathematics Education at Teachers College, v. 14, n. 2, p. 9-16, 2023. DOI: https://doi.org/10.52214/jmetc.v14i2.11723.
APA
Phelps-Gregory, C. M., Redfield, G., & Frank, M. (2023). How Pre-Service Teachers Define "Good" Mathematics Teaching and Learning. Journal of Mathematics Education at Teachers College, 14(2), 9-16. https://doi.org/10.52214/jmetc.v14i2.11723
BibTeX
@article{phelpsgregory2023,
author = {Phelps-Gregory, Christine Marie and Redfield, Gabrielle and Frank, Martha},
title = {How Pre-Service Teachers Define "Good" Mathematics Teaching and Learning},
year = {2023},
journal = {Journal of Mathematics Education at Teachers College},
volume = {14},
number = {2},
pages = {9-16},
publisher = {Teachers College},
doi = {10.52214/jmetc.v14i2.11723},
language = {en}
}RIS
TY - JOUR AU - Phelps-Gregory, Christine Marie AU - Redfield, Gabrielle AU - Frank, Martha TI - How Pre-Service Teachers Define "Good" Mathematics Teaching and Learning PY - 2023 JO - Journal of Mathematics Education at Teachers College VL - 14 IS - 2 SP - 9 EP - 16 DO - 10.52214/jmetc.v14i2.11723 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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