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Preservice elementary teachers' views of pedagogical and mathematical content knowledge
ARTICLE

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TATE Volume 12, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Foss, D.H. & Kleinsasser, R.C. Preservice elementary teachers' views of pedagogical and mathematical content knowledge. Teaching and Teacher Education: An International Journal of Research and Studies, 12(4), 429-442. Elsevier Ltd. Retrieved December 7, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0742-051X(95)00049-P