Challenging Prospective Teachers' Beliefs During Early Field Experience
A Quixotic Undertaking
Bibliographic Data
| ID | 4308993 |
|---|---|
| Authors | G Williamson Mcdiarmid (National Center for Research on Teacher Education Michigan State University, corresponding author) |
| Year | 1990 |
| Volume | 41 |
| Issue | 3 |
| Pages | 12-20 |
| Publication date | 1990-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248719004100303 |
| OpenAlex | W2155719699 |
| Language | EN |
| Citations received | 36 |
| References cited | 9 |
Field experiences are rarely designed to challenge prospective teachers' underlying beliefs about teaching and learning. In the experience described here, teacher education students are deliber ately brought face-to-face with their assumptions through encounters with negative numbers, third-graders, and an unconventional teacher. Although the students appear to reconsider their beliefs, such changes may be superficial and short-lived
Face (sociological concept) · Field (mathematics) · Mathematics education · Pedagogy · Social science · Sociology · Student teacher · Teacher education · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Professional conversations
Charity Basket or Revolution
Learning and Pedagogy in Initial Teacher Preparation
Using Ideology
Characteristics of Entering Teacher Candidates
The Discourse and Reflections of Teacher Candidates During an Early Field Experience
Attitudes of American and English Preservice Teachers Toward Gifted Learners
Integrating Virtual Reality Into a Pete Methods Course
Connecting Multicultural Education Theories With Practice
Value orientations of student physical education teachers learning to teach on school-based initial teacher education courses in England
The impact of the Copet programme on student PE teachers’ teaching practice experiences
Pre-service ESL teachers' beliefs about second language learning
Learning-centered assessment in teacher education
Preservice teachers' prior beliefs
Conversations with the three selves of the prospective primary mathematics teacher
Developing beliefs about classroom motivation
Preparing teachers to teach science and mathematics with technology
The first year of teaching
Formalist thinking and language arts instruction
Pedagogical balancing acts
The roles of the cooperating teacher and university supervisor in learning to teach
Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs
Learning a new curricular approach
A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course
Integrating learner and learning concerns
Multicultural classrooms and cultural communities of teachers
Collaborative metaphor and anticipatory reflection in preservice teacher education
Becoming Science Teachers
Teacher‐researcher relationships in the study of teaching and teacher education
Preservice Teacher Education and the Negotiation of Social Difference
Support and Challenge in Teacher Education
Content-Knowledge Acquisition During Undergraduate Teacher Education
Fonctions, structuration et évolution des croyances (et connaissances) des enseignants
Les croyances des futurs enseignants
Saberes, tempo e aprendizagem do trabalho no magistério
School Mathematics Reform
| Unique citing works | 36 |
|---|---|
| Citations per year | 1,06 |
| Citation span | 1992 - 2021 (30) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 34 |