Why University Teacher Preparation Programs Should Provide A New Set Of Personal Constructions Of Mathematics Through Math Content Courses For Elementary Teachers

Abstract

Teacher preparation programs are in danger of seriously under-preparing

Mapping the Interrelations between Pre-service Teachers’ Beliefs and Knowledge of Learning to Their Principles of Effective Instruction

“…Exposure to course materials, activities and classroom discussions may alter pre-service teachers' beliefs about learning and teaching. Researchers (Tannehill & McPhail, 2014;Sellers, 2004) argued that only when opportunities are created in the teacher education and training programs in which pre-service teachers' perceptions are challenged, their beliefs will change. When pre-service teachers become part of powerful experiences in which they analyze effective practice teaching videos, reflect on their own teaching metaphors and are engaged in problem-solving, they become active problem solvers who will foster constructivist learning environments in their classrooms (Ineson et al, 2015;Sellers, 2004).…”

“…Researchers (Tannehill & McPhail, 2014;Sellers, 2004) argued that only when opportunities are created in the teacher education and training programs in which pre-service teachers' perceptions are challenged, their beliefs will change. When pre-service teachers become part of powerful experiences in which they analyze effective practice teaching videos, reflect on their own teaching metaphors and are engaged in problem-solving, they become active problem solvers who will foster constructivist learning environments in their classrooms (Ineson et al, 2015;Sellers, 2004). Yet, however much necessary exposure to student-centred environments may be, is not a guarantee for a change in pre-service teachers' beliefs, as some researchers reported that while certain beliefs became elaborate, others were resistant to change (Borg, 2005).…”

“…Yet, however much necessary exposure to student-centred environments may be, is not a guarantee for a change in pre-service teachers' beliefs, as some researchers reported that while certain beliefs became elaborate, others were resistant to change (Borg, 2005). Nevertheless, as researchers pointed (Sellers, 2004;Tanehill & McPhail, 2014), teacher education programs must be the place where pre-service teachers are confronted with and exposed to diverse perspectives through the experiences their professors create in the courses they teach. This change will not take place without the challenge and discomfort created by learning environments that foster critical thinking and problem-solving On the other hand, teachers' epistemological beliefs continue to be influenced while in-service, through professional development opportunities.…”