How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

Hanin, Vanessa;Holm, Jennifer
(2023) Sage Open — Vol. 13, n° 4, p. 1-27 (2023)

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Authors
  • Hanin, VanessaUCLouvain
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  • Holm, JenniferWilfrid Laurier University, Waterloo, ON, Canada
    Author
Abstract
Even though it has been recognized that prospective teachers’ conceptions of the nature of mathematics, and of mathematics learning and teaching shape their teaching decisions, and, thereby, students’ engagement and achievement, to date no research has examined these conceptions from a person-centered perspective taking into account year of teacher education program. Cluster analysis revealed three distinct profiles: anti-socioconstructivist, socioconstructivist, and flexible. Although the same driving dimensions were present at the different stages of the training, the characterization of these three profiles fluctuated, in tandem with the process of construction of a professional identity, the increase of the field experience and the discovery of the complexities of the profession. The analysis of the pedagogical practices support the non-linearity of the beliefs-practices relationship.
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Hanin, V., & Holm, J. (2023). How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training. Sage Open, 13(4), 1-27. https://doi.org/10.1177/21582440231216836 (Original work published 2023)