The cultural dimensions of prospective mathematics teachers’ beliefs: Insights from Cyprus and England
The cultural dimensions of prospective mathematics teachers’ beliefs: Insights from Cyprus and England
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未来数学教师信念的文化维度：来自塞浦路斯和英国的见解
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Constantinos Xenofontos
中科院分区：
文献类型：
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作者：
Constantinos Xenofontos
总结。基于数学教育总体上具有文化定位的观点，本文讨论了塞浦路斯和英国未来小学教师信仰的文化维度，以及这些维度与两国一般教育文化的关系。来自两国一所著名大学的两个志愿小组（每国12名学生）接受公开邀请参加，并进行了定性访谈。本文讨论了显性教学实践这一总主题下出现的两个常见的子主题，并密切关注学生对教学资源使用和小组工作的看法。研究结果表明，每个群体的信仰都是由各自国家的文化教育修辞所构成的。在论文的结语部分，对教师教育的启示进行了探讨。
Summary. Based on the idea that mathematics education is, in general, culturally located, this paper discusses the cultural dimensions of prospective elementary teachers’ beliefs in Cyprus and England, and how these relate to the general educational culture of the two countries. Two volunteer groups (twelve students from each country) from a notable university in each country accepted an open invitation for participation and were qualitatively interviewed. This paper discusses two common sub-themes that emerged under the general theme, Explicit Pedagogic Practice, and takes into close consideration students’ beliefs about the use of teaching resources and group work. The findings suggest that the beliefs held by each cohort are framed by the culturaleducational rhetoric of its respective country. In the conclusion of the paper, some implications about teacher education are discussed.