TY - JOUR
T1 - Preservice elementary teachers' views of pedagogical and mathematical content knowledge
AU - Foss, Donna H.
AU - Kleinsasser, Robert C.
PY - 1996/7
Y1 - 1996/7
N2 - In broad terms, this study describes preservice elementary teachers' beliefs, conceptions, and practices during the mathematics methods course and teaching practica of a teacher education program. In particular, the study employs qualitative data to investigate preservice teachers' views of mathematical and pedagogical content knowledge. The study reveals symbiotic relationships between their views of content knowledge and their instructional actions which remain problematic. With unwavering beliefs and practices, and without reconceptualizing their roles as future elementary teachers, at the end of the semester the preservice teachers emerge as poor duplicators of mathematics methods instead of initiators of learning.
AB - In broad terms, this study describes preservice elementary teachers' beliefs, conceptions, and practices during the mathematics methods course and teaching practica of a teacher education program. In particular, the study employs qualitative data to investigate preservice teachers' views of mathematical and pedagogical content knowledge. The study reveals symbiotic relationships between their views of content knowledge and their instructional actions which remain problematic. With unwavering beliefs and practices, and without reconceptualizing their roles as future elementary teachers, at the end of the semester the preservice teachers emerge as poor duplicators of mathematics methods instead of initiators of learning.
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U2 - 10.1016/0742-051X(95)00049-P
DO - 10.1016/0742-051X(95)00049-P
M3 - Article
AN - SCOPUS:0030306605
SN - 0742-051X
VL - 12
SP - 429
EP - 442
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 4
ER -