Student teachers' epistemological stance, expectations of pupil success, and instructional practice in mathematics.

摘要

The purpose of the study was to analyze the beliefs and instructional practices of three student teachers in the secondary school mathematics classroom. The study suggests that there may be a relationship between student teachers' expectations for pupil success and the ways and extent to which they incorporate student-centered instructional practices in their teaching. In particular, the study suggests that the level of cognitive demand typically required by students to respond to solicitations is greatest in the classroom of a student teacher with high expectations for pupil success in learning with understanding. Also, the study suggests that the level of cognitive demand typically required by students to respond to solicitations may be greater in the classroom of a student teacher who adheres to a constructivist model of teaching than it is in the classroom of a student teacher who adheres to the objectivist model.;Another purpose of the study was to identify changes in student teachers' beliefs and practices that may have taken place during the one year study. During the one year study, this researcher did observe changes in instructional practices. For example, by the end of the year, student teachers were more knowledgeable about teaching strategies and methods, more confident with classroom management, and more proficient in planning lessons. However, this researcher did not observe significant changes in deeply held beliefs.;During the study, a coding scheme was created, refined, and applied to lesson transcripts for the purpose of "making visible" the management of classroom discourse. The findings in this study were based on the case studies of the three student teachers. The study may provide a basis for further research on student teachers' beliefs and practice.