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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 BeswickThis 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 EducationEditors
K Beswick, T Muir & J WellsPagination
121-128ISBN
978-1-86295-829-6Department/School
Faculty of EducationPublisher
International Group for the Psychology of Mathematics EducationPlace of publication
Hobart, AustraliaEvent title
The 39th Conference of the International Group for the Psychology of Mathematics EducationEvent Venue
University of Tasmania, Hobart, AustraliaDate of Event (Start Date)
2015-07-13Date of Event (End Date)
2015-07-18Rights statement
Copyright unknownRepository Status
- Restricted