Portrait of high school math teachers: critical analysis of dominant practice
Abstract
Based on (1) the results of previous studies on importance of teachers' beliefs on teaching and learning for their everyday practice and (2) the results speaking in favour of complex relationship between beliefs and practice, the goal of this paper is to examine mathematics teaching at upper secondary level putting the previously mentioned research traditions into a dialogue. The authors argue that the relationship between beliefs and practice is characterized by mutual compliance, but that also in some cases practices may go beyond teachers' reported beliefs or they may even contradict each other. Mathematics teachers' practices are anlyzed based on the data from two consecutive studies aiming to explore the complex relationship between beliefs and practices. Results point that most mathematics teachers are more oriented towards traditional approach to teaching, but also there is a group of teachers who, despite traditional orientation, exhibit practices that go somewhat beyond the tr...aditional framework. The results are discussed in the light of teachers' initial education and their future professional development.
Keywords:
teachers' practices / teachers' beliefs / mathematics teachingSource:
Primenjena psihologija, 2015, 8, 1, 25-46Publisher:
- Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad
Institution/Community
Psihologija / PsychologyTY - JOUR AU - Radišić, Jelena AU - Baucal, Aleksandar PY - 2015 UR - http://reff.f.bg.ac.rs/handle/123456789/2013 AB - Based on (1) the results of previous studies on importance of teachers' beliefs on teaching and learning for their everyday practice and (2) the results speaking in favour of complex relationship between beliefs and practice, the goal of this paper is to examine mathematics teaching at upper secondary level putting the previously mentioned research traditions into a dialogue. The authors argue that the relationship between beliefs and practice is characterized by mutual compliance, but that also in some cases practices may go beyond teachers' reported beliefs or they may even contradict each other. Mathematics teachers' practices are anlyzed based on the data from two consecutive studies aiming to explore the complex relationship between beliefs and practices. Results point that most mathematics teachers are more oriented towards traditional approach to teaching, but also there is a group of teachers who, despite traditional orientation, exhibit practices that go somewhat beyond the traditional framework. The results are discussed in the light of teachers' initial education and their future professional development. PB - Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad T2 - Primenjena psihologija T1 - Portrait of high school math teachers: critical analysis of dominant practice EP - 46 IS - 1 SP - 25 VL - 8 UR - https://hdl.handle.net/21.15107/rcub_reff_2013 ER -
@article{ author = "Radišić, Jelena and Baucal, Aleksandar", year = "2015", abstract = "Based on (1) the results of previous studies on importance of teachers' beliefs on teaching and learning for their everyday practice and (2) the results speaking in favour of complex relationship between beliefs and practice, the goal of this paper is to examine mathematics teaching at upper secondary level putting the previously mentioned research traditions into a dialogue. The authors argue that the relationship between beliefs and practice is characterized by mutual compliance, but that also in some cases practices may go beyond teachers' reported beliefs or they may even contradict each other. Mathematics teachers' practices are anlyzed based on the data from two consecutive studies aiming to explore the complex relationship between beliefs and practices. Results point that most mathematics teachers are more oriented towards traditional approach to teaching, but also there is a group of teachers who, despite traditional orientation, exhibit practices that go somewhat beyond the traditional framework. The results are discussed in the light of teachers' initial education and their future professional development.", publisher = "Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad", journal = "Primenjena psihologija", title = "Portrait of high school math teachers: critical analysis of dominant practice", pages = "46-25", number = "1", volume = "8", url = "https://hdl.handle.net/21.15107/rcub_reff_2013" }
Radišić, J.,& Baucal, A.. (2015). Portrait of high school math teachers: critical analysis of dominant practice. in Primenjena psihologija Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad., 8(1), 25-46. https://hdl.handle.net/21.15107/rcub_reff_2013
Radišić J, Baucal A. Portrait of high school math teachers: critical analysis of dominant practice. in Primenjena psihologija. 2015;8(1):25-46. https://hdl.handle.net/21.15107/rcub_reff_2013 .
Radišić, Jelena, Baucal, Aleksandar, "Portrait of high school math teachers: critical analysis of dominant practice" in Primenjena psihologija, 8, no. 1 (2015):25-46, https://hdl.handle.net/21.15107/rcub_reff_2013 .