Contrasting research perspectives

What the evidence yields

Donna H. Foss, Robert Kleinsasser

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This paper reviews pre-service elementary teachers' beliefs about mathematics and mathematics teaching and, learning from an earlier study of the mathematics methods course of a teacher education program, then overviews the data triangulation, and discusses the inconsistencies and contradictions in the data. Thus, the study offers further insight into the complexities of pre-service teachers' unwavering conceptions and their acquisition of innovative pedagogy. Questions emerged about the inconsistencies between what was said and what was done. For example, why were the pre-service teachers' responses in surveys and interviews inconsistent with their instructional behavior? Explanations to this and other questions are offered to shed some light on two of the most unsettling features of teacher education: changing pre-service teachers' beliefs and their learning of mathematics pedagogy.

Original languageEnglish (US)
Pages (from-to)271-295
Number of pages25
JournalTeachers and Teaching: Theory and Practice
Volume7
Issue number3
DOIs
StatePublished - 2001
Externally publishedYes

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teacher
mathematics
evidence
triangulation
learning
Mathematics
education
Teaching
interview
Inconsistency
Pre-service Teachers
Teacher Beliefs
Preservice Teacher Education
Teacher Education
Innovative Pedagogy
Triangulation
Teacher Response
Conception
Pedagogy
Education Program

ASJC Scopus subject areas

  • Education

Cite this

Contrasting research perspectives : What the evidence yields. / Foss, Donna H.; Kleinsasser, Robert.

In: Teachers and Teaching: Theory and Practice, Vol. 7, No. 3, 2001, p. 271-295.

Research output: Contribution to journalArticle

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