Niềm tin của giáo viên Toán tương lai ở Việt Nam về dạy học kiến tạo: Một nghiên cứu định tính
Tóm tắt
There are two common approaches noted in teaching: constructivist (studentcentered) and traditional (teacher-centered) teaching. Teachers' beliefs about these two approaches play an important role and determine how they choose and use teaching strategies, especially for pre-service mathematics teachers. Based on semi-structured, in-depth interviews with 30 third- and fourth-year students from 10 universities, the study found that the pre-service mathematics teachers under investigation held fluid - often inconsistent - beliefs about constructivist learning and therefore adapt their teaching practices, during and after practicum, in ways that departed from those beliefs to fit contextual constraints. Moreover, their own high-school learning experiences in mathematics, the curricular content they are expected to teach, and several institutional factors also shaped their beliefs about constructivist teaching. Based on these findings, some policy implications are proposed for mathematics teacher education.
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