Challenging teacher beliefs about student engagement in mathematics

被引：22
|
作者：
Bobis J. [1 ]
Way J. [1 ]
Anderson J. [1 ]
Martin A.J. [2 ]
机构：
[1] Faculty of Education and Social Work, University of Sydney, Sydney, 2006, NSW
[2] School of Education, University of New South Wales, Sydney, 2052, NSW
来源：
Journal of Mathematics Teacher Education | 2016年 / 19卷 / 1期
基金：
澳大利亚研究理事会;
关键词：
Engagement; Mathematics education; Teacher beliefs; Teacher efficacy;
D O I：
10.1007/s10857-015-9300-4
中图分类号：
学科分类号：
摘要：
This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs. © Springer Science+Business Media Dordrecht 2015.
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页码：33 / 55
页数：22
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