Session Information
ERG SES H 05, Conceptions, Perceptions and Beliefs in Education
Paper Session
Contribution
It has been broadly acknowledged that teachers’ beliefs affect their teaching practice and decision (Pajares, 1992; Thompson, 1992; Raymond, 1997). Beliefs have influence how beginning teachers select, plan and make decisions related to tasks (Pajares, 1992). However, many studies (Gooya, 2007; Toluk Uçar & Demirsoy, 2010) have revealed that there are some inconsistencies between beginning teachers’ beliefs and their teaching practices.
Understanding these inconsistencies is critical for practices in schools. Unless we truly understand beliefs of teachers and their previous experiences, we cannot make a complete reform in teaching mathematics (Handal & Herrington, 2003). Although policy makers and curriculum developers foresee that reforms can easily be reflected into teachers’ practices, teachers show resistance to change (Gooya, 2007). Teacher education programs have a slight effect on teaching practice and a moderate influence on teacher’s beliefs (Raymond, 1997), however, schools have responsibility in providing beginning teachers with opportunities to decrease the belief-practice inconsistency. Therefore, in this theoretical study, reasons behind beginning mathematics teachers’ inconsistent beliefs and practices will be explored through the previous studies and principles for an effective support system will be drawn.
Method
Expected Outcomes
References
Gooya, Z. (2007). Mathematics teachers’ beliefs about a new reform in high school geometry in Iran. Educational Studies in Mathematics, 65, 331-347. Handal, B., & Herrington, A. (2003). Mathematics teachers’ beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576. Stansbury, K., & Zimmerman, J. (2000). Lifelines to the classroom: Designing support for beginning teachers. Retrieved from http://www.nmu.edu/Webb/ArchivedHTML/UPCED/mentoring/docs/DesigningSupport.pdf Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teacher of Mathematics (pp. 127-146). New York, NY: Macmillan. Toluk Uçar, Z., & Demirsoy, N. H. (2010). Eski-yeni ikilemi: Matematik öğretmenlerinin matematiksel inançları ve uygulamaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 321-332.
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