Search results for: Student teacher attitudes

The authors conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of received social support from family and fellow-students as well as perceived self-efficacy in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, the authors developed two scales adapting Mansfield’s qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students’ support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students’ support is directly connected to higher levels of need satisfaction. Finally, the authors discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs.

The purpose of this study was to explore factors contributing to the effectiveness of a mathematics content-focused intervention designed to nurture positive mathematical beliefs. Utilising interviews, concept mapping, workshop observations and document analysis, shifts in the mathematical beliefs of prospective primary teachers were revealed. The role of the mathematics education tutors was critical in contributing to the development of positive beliefs.

This article presents findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. Using case study methods for data generation and analysis, the authors demonstrate how one participant used the analytic tools to trace whether and how she enacted her preferred teacher identities during student teaching.

This study explored prospective secondary mathematics teachers’ conceptual understanding of statistics, attitudes towards statistics and the relationship between attitudes and conceptual understanding. The findings reveal that prospective mathematics teachers in this study had all taken modules in linear algebra and calculus at university and higher-level mathematics at secondary school. Despite being very mathematically able and confident, these self-selecting prospective mathematics teachers do no better in the assessment than the students from other disciplines. In addition, the results indicate generally positive attitudes but an acknowledgement that statistics is not a subject quickly learned by everyone and requires discipline to learn, but these positive attitudes are not strongly correlated with their conceptual understanding of statistics.