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Inferring pre-service teachersí beliefs from their commentary on knowledge items

Citation

Beswick, K, Inferring pre-service teachers' beliefs from their commentary on knowledge items, Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 121-128. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]


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Abstract

This paper explores the entailment of teachersí 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 teacherís choices relied heavily on his beliefs, and problematise the distinction between beliefs and pedagogical content knowledge.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Teacher and Instructor Development
Author:Beswick, K (Professor Kim Beswick)
ID Code:102073
Year Published:2015
Deposited By:Education
Deposited On:2015-07-27
Last Modified:2018-03-23
Downloads:5 View Download Statistics

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