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Inferring pre-service teachers’ beliefs from their commentary on knowledge items

conference contribution
posted on 2023-05-23, 10:13 authored by Kim Beswick
This paper explores the entailment of teachers’ beliefs in pedagogical content knowledge for mathematics teaching. It reports interview data from one pre-service teacher discussing his responses to a multiple-choice item designed to assess an aspect of pedagogical content knowledge. The responses were analysed in two stages as the basis for inferring beliefs that appeared to underlie them. The results suggest that the pre-service teacher’s choices relied heavily on his beliefs, and problematise the distinction between beliefs and pedagogical content knowledge.

History

Publication title

Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education

Editors

K Beswick, T Muir & J Wells

Pagination

121-128

ISBN

978-1-86295-829-6

Department/School

Faculty of Education

Publisher

International Group for the Psychology of Mathematics Education

Place of publication

Hobart, Australia

Event title

The 39th Conference of the International Group for the Psychology of Mathematics Education

Event Venue

University of Tasmania, Hobart, Australia

Date of Event (Start Date)

2015-07-13

Date of Event (End Date)

2015-07-18

Rights statement

Copyright unknown

Repository Status

  • Restricted

Socio-economic Objectives

Teacher and instructor development

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    University Of Tasmania

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