From Coursework to the Classroom: Examining Preservice Teachers' Mathematical Dispositions

• In Event: Studying and Improving Math Teacher Preparation

Abstract

Teacher education programs encourage the development of dispositions and provide pre-service teachers with authentic opportunities to put their beliefs into practice. However, little research has examined pre-service teacher dispositions, and how these dispositions are impacted by coursework and student teaching. We aimed to explore the consistency in teachers’ mathematical teaching dispositions and across a Methods course and student teaching. Findings indicate that pre-service teachers’ beliefs and practice were not consistent between the Methods course and student teaching. Dispositions that were fostered, or neglected, during Methods coursework may not have been put into practice due to student teaching placement, the individuals’ previous experience with mathematics, and their beliefs of self-efficacy.

Authors

• Marjorie M. Hahn, Stanford University

• Lisa Marco-Bujosa, Villanova University

• Rachel Stannard, Villanova University

• Christa S. Bialka, Villanova University