Search results for: Attitudes of teachers

This article reports on a study of beliefs about mathematics, teaching, and proof. The study was conducted with six prospective secondary mathematics teachers. The findings reveal that while their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students.

The current study examined the perspective of a cohort of 60 Chinese EFL pre-service teachers with regards to microteaching. The results show that microteaching was a useful tool for the pre-service teachers’ professional development; however, the experience was not without flaws. The most commonly perceived deficiency was artificiality, which appeared to have to some extent limited the student teachers’ development of real-life classroom teaching competence.

This study aimed to explore child care teachers' perceptions of their initial preservice and in-service training experiences. Eighteen child care teachers working in six for-profit centers were interviewed. The results have implications for the field in terms of designing and structuring professional development opportunities for child care teachers to better meet their needs within particular contexts.

In this study, the authors examined whether a classroom intervention would improve the ability of prospective elementary teachers to identify and evaluate evidence of student understanding of a mathematical lesson. The participants in this study were 192 prospective elementary teachers who enrolled in the first mathematics content course at a Mid-Atlantic University. The prospective teachers completed pre- and posttests individually outside of regular class times, and the interventions were implemented by each of six course instructors during regular course meetings. The results indicate that the intervention was successful in improving at least some of PTs’ analysis skills.