the Real Needs?
4. Ideas for consideration
The knowledge acquired during studies at university supports novice teachers in their professional work, where it is important to rely on didactical materials, to analyse one´s work and to motivate pupils.
Different study materials, (educational games, worksheets, field trips, observations, etc.) created in lectures of subject didactics, give novice teachers courage and self-confidence to plan and conduct their lessons.
The previous study (Eisenschmidt, Kasesalu, Löfström & Anspal, 2009) showed that students were concerned about if and how they would cope with the teaching profession. The current research actually showed that novice teachers cope well with preparing and conducting lessons. Skilful planning of lessons has usually excluded discipline problems, which are feared most by novice teachers.
Contrary to Poom-Valickis´ study (2007) which showed that self- reflection needs more attention, the current study showed that self-reflection is a habitual activity for novice teachers; they acknowledge the importance of reflection skills and demonstrate usage.
As a result of the current study, the strengths of the class teacher’s curriculum (good professional preparation, especially lectures of didactics and workshops) of Haapsalu College of Tallinn University were confirmed. The studies in the college are tightly connected to
PART 2 TEACHER EDUCATION AND CURRICULA
pedagogical practice in comprehensive schools, in which students are guided by practice supervisors who have obtained special training. One of the strengths of the curriculum is also the students’
reflection skill, which might be due to the fact that study groups are small and the lecturers / supervisors are able to provide thorough feedback to each student.
Although novice teachers consider it important to create good relations with their colleagues, they also see their role in participating in the school development (the development of the school curriculum, the compilation of syllabi and teachers´ work plans). Therefore the main objectives and study results of the class teacher’s curriculum in Haapsalu College of Tallinn University need to be amended so that they stress the teacher’s ability to participate in the designing of development plans and school curricula and in the promoting of educational life both in and outside school. Good inter-personal skills, conflict management etc. should be supported.
From the point of view of the curriculum, it is also important to turn more attention to the consideration of special needs (e.g gifted pupils) and gender-based peculiarities of learners. In cooperation with practice schools more attention should also be given to the introduction and filling in of school documentation.
The importance of mentoring became evident in the study, which should also be considered in future networking of teachers.
In conclusion, the present study gives an overview of the strengths and problems experienced by the graduates of Haapsalu College in their first working year(s). In order to conduct exhaustive research, more thorough interviews should be carried out, which would give detailed information for the development of the curriculum in Haapsalu College of Tallinn University.
172
pedagogical practice in comprehensive schools, in which students are guided by practice supervisors who have obtained special training. One of the strengths of the curriculum is also the students’
reflection skill, which might be due to the fact that study groups are small and the lecturers / supervisors are able to provide thorough feedback to each student.
Although novice teachers consider it important to create good relations with their colleagues, they also see their role in participating in the school development (the development of the school curriculum, the compilation of syllabi and teachers´ work plans). Therefore the main objectives and study results of the class teacher’s curriculum in Haapsalu College of Tallinn University need to be amended so that they stress the teacher’s ability to participate in the designing of development plans and school curricula and in the promoting of educational life both in and outside school. Good inter-personal skills, conflict management etc. should be supported.
From the point of view of the curriculum, it is also important to turn more attention to the consideration of special needs (e.g gifted pupils) and gender-based peculiarities of learners. In cooperation with practice schools more attention should also be given to the introduction and filling in of school documentation.
The importance of mentoring became evident in the study, which should also be considered in future networking of teachers.
In conclusion, the present study gives an overview of the strengths and problems experienced by the graduates of Haapsalu College in their first working year(s). In order to conduct exhaustive research, more thorough interviews should be carried out, which would give detailed information for the development of the curriculum in Haapsalu College of Tallinn University.
References
Bullough, R. V. 1997. Becoming a Teacher: Self and the Social Location of Teacher
Eesti õpetajahariduse strateegia 2009–2013 täistekst[Arengukavad]
www.hm.ee, (Document viewed June12, 2010)
Eisenschmidt, E. 2006, Kutseaasta kui algaja õpetaja toetusprogrammi rakendamine Eestis, [Implemention of induction year for novice teachers in Estonia] Dissertations on Social Sciences, 25 Tallinn: Tallinn University Press
Eisenschmidt, E.; Kasesalu, A; Löfström, E; Anspal, T (2009) I as a teacher – Catching patterns of professional development in primary school student teachers`stories In: TEPE 3rd Annual Conference Teacher Education Policy in Europe: Quality in Teacher Education: Teacher Education Policy in Europe(TEPE), 8-20.May 2009 Umeå University Sweden.2009.
Fuller, F. 1969. Concerns of Teachers: A Developmental Conceptualiza-tion. American Educational Research Journal, 6 (2), 207–226.
Glatthorm, A. 1995 Teacher Development – L. A. Anderson (ed) International Encyclopedia of Teaching and Teacher Education, Cambridge: Pergamon, 41–46.
Hargreaves, A. 2003 Teaching in the Knowledge Society: Education in the Age of Insecurity. Philadelphia: Open University Press
Kagan, D. M. 1992. Professional Growth Among Pre-Service and Beginning Teachers Review of Educational Research, Vol. 62, 2, 129–169
Poom-Valickis, K. 2007 Novice Teachers` Professional Development DuringTheir Induction Year, Dissertations on Social Sciences,33. Tallinn:
Tallinn University Press.
Rosenholtz, S. J. 1989. Teachers` Workplace: The Social Organization of School. New York: Longman.
TALIS, Õpetaja professionaalsus ning tõhusama õpetamis- ja õppimiskeskkonna loomine, 2009. [Teacher Professionalism and Creation of Efficient Teaching and Learning Environment] Eds.
K.Loogma, V.R. Ruus, L.Talts & K.Poom-Valickis. http://ww.hm.ee/
index.php?048181 (Document viewed June 09, 2010)
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Villegas-Reimers, E 2002, Teacher Preparation, International Perspective – J. W. Guther et al (eds). Encyclopedia of Education 2, Vol.
7, USA: Macmillan Reference, 2470–2475.
Vonk, J. C. H. 1983, Problems of Beginning Teachers, European Journal of Teacher Education, Vol. 6, 2, 133–178
Õpetaja V. 2005, [Kutsestandard] www.kutsekoda.ee, (Document viewed June 13, 2010).
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Villegas-Reimers, E 2002, Teacher Preparation, International Perspective – J. W. Guther et al (eds). Encyclopedia of Education 2, Vol.
7, USA: Macmillan Reference, 2470–2475.
Vonk, J. C. H. 1983, Problems of Beginning Teachers, European Journal of Teacher Education, Vol. 6, 2, 133–178
Õpetaja V. 2005, [Kutsestandard] www.kutsekoda.ee, (Document viewed June 13, 2010).
Õpetajate koolituse raamnõuded [Framework Guidelines for Teacher Education], (2000) www.estlex.ee (Document viewed June12, 2010).
What is Subject Content Knowledge in Mathematics?
On Student Teachers’ Competence, Confidence, Attitudes and Beliefs in Relation to Teaching Mathematics
Sheila Henderson1 and Brian Hudson2 University of Dundee, UK
1S.Henderson@dundee.ac.uk
2B.Hudson@dundee.ac.uk
ABSTRACT
This paper builds on the findings of recent studies into the levels of mathematical competence and confidence of primary student teachers.
The data from these studies were based on the use of an online assessment tool and surveys of the students who participated in its use.
The findings highlighted that students’ subject knowledge was often lacking when assessed using the online assessment. It was also found that those students possessing more advanced mathematics qualifica-tions were less likely to display competence in primary mathematics and that their confidence levels in the subject were lower than predicted. The reasons for such findings are discussed in relation to beliefs about the nature of mathematics and associated attitudes towards it as a subject. This analysis is based on the consideration of opposing views of the nature of the subject which we identify as
“mathematical fallibilism” on the one hand and “mathematical fundamentalism” on the other. Based on this analysis, a survey tool was designed and administered to 148 student teachers in the Autumn of 2010 in order to explore their attitudes and beliefs in relation to
PART 2 TEACHER EDUCATION AND CURRICULA
mathematics. The results of this follow-up study of attitudes and beliefs are discussed in relation to the earlier findings on confidence and competence.
Key words: mathematics content knowledge, mathematics attitudes and beliefs, online assessment, teacher education, teaching mathe-matics
Introduction
The importance of the teachers’ role in relation to the confidence shown by pupils was highlighted nearly thirty years ago in the Cockcroft Report which emphasised the way in which a teacher in every lesson conveys, even unconsciously, a message about mathematics which will influence the pupil’s attitude. The studies carried out by Henderson and Rodrigues (2008) and Henderson (2010) highlighted issues related to the confidence and competence of a significant proportion of students teachers of mathematics and the findings from these studies are discussed in the first part of this paper. These findings led us to consider the importance of teachers’
beliefs about the nature of mathematics and also drew attention to the contested nature of mathematics itself as a discipline e.g. a strict mathematical formalism, as discussed by Lakatos (1976) in contrast to a more informal and fallibilistic view. This discussion on the nature of mathematics forms the next section of the paper. In particular we saw the former as being distorted into a form of
“mathematical fundamentalism” that can be characterised by absolutism, dogma, strict procedures, rule following and right and wrong answers. As a result of this analysis we became interested in exploring the extent to which student teachers bring with them attitudes based on such views and this forms the focus of the next stage of the paper. Finally we discuss the findings from these two phases of study and consider some of the implications for the teaching and learning of mathematics.
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mathematics. The results of this follow-up study of attitudes and beliefs are discussed in relation to the earlier findings on confidence and competence.
Key words: mathematics content knowledge, mathematics attitudes and beliefs, online assessment, teacher education, teaching mathe-matics
Introduction
The importance of the teachers’ role in relation to the confidence shown by pupils was highlighted nearly thirty years ago in the Cockcroft Report which emphasised the way in which a teacher in every lesson conveys, even unconsciously, a message about mathematics which will influence the pupil’s attitude. The studies carried out by Henderson and Rodrigues (2008) and Henderson (2010) highlighted issues related to the confidence and competence of a significant proportion of students teachers of mathematics and the findings from these studies are discussed in the first part of this paper. These findings led us to consider the importance of teachers’
beliefs about the nature of mathematics and also drew attention to the contested nature of mathematics itself as a discipline e.g. a strict mathematical formalism, as discussed by Lakatos (1976) in contrast to a more informal and fallibilistic view. This discussion on the nature of mathematics forms the next section of the paper. In particular we saw the former as being distorted into a form of
“mathematical fundamentalism” that can be characterised by absolutism, dogma, strict procedures, rule following and right and wrong answers. As a result of this analysis we became interested in exploring the extent to which student teachers bring with them attitudes based on such views and this forms the focus of the next stage of the paper. Finally we discuss the findings from these two phases of study and consider some of the implications for the teaching and learning of mathematics.