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Prospective primary teachers’ shift in locus of control and pedagogy focus
Journal of Mathematics Teacher Education ( IF 1.786 ) Pub Date : 2020-05-03 , DOI: 10.1007/s10857-020-09463-3
Alenka Lipovec , Manja Podgoršek Mesarec

This paper presents the findings of an empirical research project, designed with a combination of qualitative and quantitative methodology. Our goal was to apply Wiener attribution theory with a mathematics-specific pedagogical focus as a lens for analysing reflections. Our database consists of the prospective teachers’ reflections on self-performed lessons. Prospective teachers (N = 104) reflected on the mathematics lessons they performed. The first lesson was performed at the beginning of their teacher preparation programme and the second one at the end of the programme. A significantly larger number of participants exhibited predominantly internal locus of control regarding teaching situations at the end of the teacher preparation programme. Similarly, a significantly larger number of participants shifted their focus from general pedagogical aspects to the mathematics-specific pedagogical aspects of their teaching performance. Additionally, prospective teachers’ who exhibited predominantly internal locus of control reflected more often on the importance of pupil-centred approaches. Despite progress in observed elements, we still have some concern regarding the overall situation of teaching early mathematics.



中文翻译:

未来小学教师的控制点和教学重点的转变

本文介绍了一个实证研究项目的发现,该项目采用定性和定量方法相结合。我们的目标是将维纳归因理论与特定于数学的教学重点相结合,作为分析反思的镜头。我们的数据库包括未来教师对自学课程的反思。准教师 ( N = 104)反映在他们上的数学课上。第一节课在他们的教师准备课程开始时进行,第二节课在课程结束时进行。在教师准备计划结束时,更多的参与者表现出对教学情况的主要内部控制。同样,明显更多的参与者将他们的注意力从一般教学方面转移到他们教学表现的数学特定教学方面。此外,主要表现出内部控制点的未来教师更多地反映了以学生为中心的方法的重要性。尽管在观察要素方面取得了进展,但我们对早期数学教学的整体情况仍然有些担忧。

更新日期:2020-05-03
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