Conceptualising Pedagogical Values and Identities in Teacher Development

Chin, Chien

doi:10.1007/0-387-29723-5_32

Cited by 8 publications

(4 citation statements)

References 6 publications

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“…Beijaard, Verloop and Vermunt (2000) have shown how teachers perceive their professional identity through roles teachers adopt in their classrooms with respect to the subject, curriculum and students. Evidences for changes in teachers' orientation and roles with respect to teaching and learning have been argued as linked to evolution of professional identity of teachers by various researchers (Gresalfi & Cobb, 2011;Stein, Silver & Smith, 1998;Chin, 2006). Teachers' participation in professional learning communities and development of shared values in the community has been considered as the reason for bringing about change in teachers' role and thus their identity (Graven, 2004;Lieberman, 2009;Gresalfi & Cobb, 2011).…”

Section: Introductionmentioning

confidence: 99%

From 'Following' to Going Beyond the Textbook: Inservice Indian Mathematics Teachers' Professional Development for Teaching Integers

Kumar

Subramaniam

2015

AJTE

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Section: Introductionmentioning

confidence: 99%

From 'Following' to Going Beyond the Textbook: Inservice Indian Mathematics Teachers' Professional Development for Teaching Integers

Kumar

Subramaniam

2015

AJTE

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“…On the other hand, Dede (2019) and Zhang et al (2016) also found that Turkish students (grade 5 and grade 9) and Chinese students (grade 5 and grade 9) in three different regions of China (Chinese Mainland, Hong Kong and Taiwan) do not place much emphasis on the ICT value while learning mathematics. In this context, it is important for mathematics teachers to be aware of their mathematics educational values in order to increase the quality of their teaching (see Chin, 2006), especially for Turkish and Chinese mathematics teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Por otro lado, Dede (2019) y Zhang et al (2016) también observaron que ni los estudiantes turcos (Grado 5 y Grado 9) ni los estudiantes chinos (Grado 5 y Grado 9) de tres regiones distintas de China (China continental, Hong Kong y Taiwán) otorgan mucha importancia al valor TIC en el aprendizaje de matemáticas. En este contexto, es importante que los docentes de matemáticas sean conscientes de sus valores didácticos en esta materia para mejorar la calidad de su práctica educativa (véase Chin, 2006), en particular el profesorado de China y Turquía.…”

Section: Discussionunclassified

Identifying students’ mathematical and mathematics educational values in Turkish culture: a cross-sectional study (Identificación de los valores matemáticos y de la didáctica matemática de los estudiantes en la cultura turca: un estudio transversal)

Dede

Akçakın

Kaya

2022

Culture and Education

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This cross-sectional study investigates mathematical and mathematics educational values of students across grade levels in Turkey. The sample of the study consisted of 970 students, including 511 fifth-grade and 459 ninth-grade students who received education in seven geographical regions of Turkey which were determined via a proportional stratified random sampling method. The data of the study were obtained with a bipolar scale developed within the scope of the What I Find Important [WIFI] (in maths learning) project. The results revealed a statistically significant difference in the value pairs of process-product, pleasurehardship, application-computation, facts-ideas, expositionexploration, recalling-creating, rationalism-objectism, whereas results revealed no statistically significant difference in terms of value pairs of ability-effort, openness-mystery and control-progress. Additionally, it was determined that at the end of middle school, the pleasure-hardship value pair evolved into hardship value, the application-computation value pair evolved into computation value and finally the exposition-exploration value pair evolved into exposition value. RESUMENEn este estudio transversal se investigan los valores matemáticos y de la didáctica matemática de estudiantes de distintos niveles académicos en Turquía. La muestra del estudio estaba compuesta por 970 estudiantes, 511 de Grado 5 y 459 de Grado 9, de centros escolares de siete regiones distintas del país, seleccionados mediante un método de muestreo aleatorio estratificado proporcional. Los datos utilizados en el estudio se obtuvieron a partir de una escala bipolar desarrollada en el marco del proyecto WIFI (What I Find Important, Qué considero importante). Los resultados revelan diferencias estadísticamente significativas en los siguientes pares de valores: proceso-producto, satisfacción-dificultad, aplicacióncómputo, hechos-ideas, exposición-exploración, recordar-crear, ARTICLE HISTORY

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“…Not only mathematical knowledge but also mathematical values are consciously and at times unconsciously learnt by students. So, it is important for teachers and their students to be aware of the values they hold and to develop an awareness of values and value preferences toward teaching and learning respectively (Chin 2006). Students' accepted values play important roles (positive or negative) in their adult lives and professional workplaces (see Dawkins and Weber 2016;Rhodes and Roux 2004).…”

Section: Values and Mathematicsmentioning

confidence: 99%

Values and Valuing in Mathematics Education

2024

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Conceptualising Pedagogical Values and Identities in Teacher Development

Cited by 8 publications

References 6 publications

From 'Following' to Going Beyond the Textbook: Inservice Indian Mathematics Teachers' Professional Development for Teaching Integers

From 'Following' to Going Beyond the Textbook: Inservice Indian Mathematics Teachers' Professional Development for Teaching Integers

Identifying students’ mathematical and mathematics educational values in Turkish culture: a cross-sectional study (Identificación de los valores matemáticos y de la didáctica matemática de los estudiantes en la cultura turca: un estudio transversal)

Values and Valuing in Mathematics Education

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