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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Maths Anxious Pre-Service Teachers' Perspectives Of "Doing" Mathematics In A Whiteboard Room, Sarah Sanders, Wendy S. Nielsen, Carolyn Mcphail, Patricia A. Forrester
Maths Anxious Pre-Service Teachers' Perspectives Of "Doing" Mathematics In A Whiteboard Room, Sarah Sanders, Wendy S. Nielsen, Carolyn Mcphail, Patricia A. Forrester
Faculty of Social Sciences - Papers (Archive)
Mathematics anxiety is common among pre-service primary teachers and many experience higher levels of maths anxiety than other university students. This study asks: What are maths anxious pre-service teachers' perspectives of "doing" mathematics in a whiteboard room? The Abbreviated Mathematics Anxiety Rating Scale (A-MARS) was used to identify high, medium and low levels of maths anxiety in a cohort of first-year pre-service teachers (n=196). Semi-structured interviews (n=6) explored perspectives that were analysed through Vygotsky's sociocultural dimensions of the intrapersonal and the interpersonal, as well as the physical environment of the whiteboard room. Results show that doing maths in a whiteboard …
Building Conceptual Knowledge Of Fraction Operations Among Pre-Service Teachers: Effect Of A Representation-Based Teaching Approach Within A Teacher Education Program, Elise J. Thurtell, Patricia A. Forrester, Mohan Chinnappan
Building Conceptual Knowledge Of Fraction Operations Among Pre-Service Teachers: Effect Of A Representation-Based Teaching Approach Within A Teacher Education Program, Elise J. Thurtell, Patricia A. Forrester, Mohan Chinnappan
Faculty of Social Sciences - Papers (Archive)
A deep understanding of fraction concepts and operations is necessary if pre-service teachers (PSTs) are to present the concepts in multiple forms to learners. Such an understanding needs to be grounded in rich conceptual knowledge. In the present study, we explore the development of this understanding by supporting a cohort of 103 PSTs, who had previously demonstrated poor conceptual understanding of fraction concepts and operations, with a Representational Reasoning in Teaching and Learning (RRTL) approach aimed at strengthening their conceptual knowledge. A comparison of pre- and post-test results indicated that participants showed a significant improvement in shifting the balance of …
"I Feel Like Having A Nervous Breakdown": Pre-Service And In-Service Teachers' Developing Beliefs And Knowledge About Pronunciation Instruction, Michael Burri, Amanda Ann Baker, Honglin Chen
"I Feel Like Having A Nervous Breakdown": Pre-Service And In-Service Teachers' Developing Beliefs And Knowledge About Pronunciation Instruction, Michael Burri, Amanda Ann Baker, Honglin Chen
Faculty of Social Sciences - Papers (Archive)
Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants' beliefs and knowledge. Findings demonstrated that the development of the student teachers' cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching …
Changes In Pre-Service Teachers Perceptions’ Of Tea Cher Qualities: Development From Egocentric To Student Centric, Lynn D. Sheridan
Changes In Pre-Service Teachers Perceptions’ Of Tea Cher Qualities: Development From Egocentric To Student Centric, Lynn D. Sheridan
Faculty of Social Sciences - Papers (Archive)
This study looks at pre-service teachers’ developing perceptions wit h a view to supporting teacher education practices. In determining and guiding program structures it is the opinions of the experts that are most often heard. Absent from this debate is an understanding of the changing perceptions of the pre-service teacher as they progress through their program. The purpose of this paper is to extend our understanding of pre-service teacher belief systems’ highlighting, the relevance this has for understanding and supporting pre-service teacher development. The perceptions of valued teacher qualities changed from ego-centric beliefs to student centric practices for the participants …