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How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

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  • Vanessa Hanin
  • Jennifer Holm

Abstract

Even though it has been recognized that prospective teachers’ conceptions of the nature of mathematics, and of mathematics learning and teaching shape their teaching decisions, and, thereby, students’ engagement and achievement, to date no research has examined these conceptions from a person-centered perspective taking into account year of teacher education program. Cluster analysis revealed three distinct profiles: anti-socioconstructivist, socioconstructivist, and flexible. Although the same driving dimensions were present at the different stages of the training, the characterization of these three profiles fluctuated, in tandem with the process of construction of a professional identity, the increase of the field experience and the discovery of the complexities of the profession. The analysis of the pedagogical practices support the non-linearity of the beliefs-practices relationship.

Suggested Citation

  • Vanessa Hanin & Jennifer Holm, 2023. "How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training," SAGE Open, , vol. 13(4), pages 21582440231, December.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231216836
    DOI: 10.1177/21582440231216836
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    References listed on IDEAS

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    1. Cratty, Dorothyjean, 2012. "Potential for significant reductions in dropout rates: Analysis of an entire 3rd grade state cohort," Economics of Education Review, Elsevier, vol. 31(5), pages 644-662.
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