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首页> 外文期刊>Journal of mathematics teacher education >Prospective primary teachers' shift in locus of control and pedagogy focus
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Prospective primary teachers' shift in locus of control and pedagogy focus

机译：潜在初级教师在控制轨迹和教育学焦点转变

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摘要

This paper presents the findings of an empirical research project, designed with a combination of qualitative and quantitative methodology. Our goal was to apply Wiener attribution theory with a mathematics-specific pedagogical focus as a lens for analysing reflections. Our database consists of the prospective teachers' reflections on self-performed lessons. Prospective teachers (N = 104) reflected on the mathematics lessons they performed. The first lesson was performed at the beginning of their teacher preparation programme and the second one at the end of the programme. A significantly larger number of participants exhibited predominantly internal locus of control regarding teaching situations at the end of the teacher preparation programme. Similarly, a significantly larger number of participants shifted their focus from general pedagogical aspects to the mathematics-specific pedagogical aspects of their teaching performance. Additionally, prospective teachers' who exhibited predominantly internal locus of control reflected more often on the importance of pupil-centred approaches. Despite progress in observed elements, we still have some concern regarding the overall situation of teaching early mathematics.
机译：本文介绍了一个实证研究项目的研究结果，该项目采用定性和定量相结合的方法设计。我们的目标是将维纳归因理论应用于数学教学，作为分析反思的透镜。我们的数据库包括未来教师对自我授课的反思。准教师（N=104）反思了他们所上的数学课。第一节课在教师准备课程开始时进行，第二节课在课程结束时进行。在教师准备课程结束时，更多的参与者在教学情境方面表现出主要的内部控制源。同样，更多的参与者将他们的注意力从一般的教学方面转移到了他们教学表现的数学特定的教学方面。此外，主要表现出内部控制源的准教师更经常地反映出以学生为中心的方法的重要性。尽管在观察元素方面取得了进展，但我们仍然对早期数学教学的总体情况感到担忧。

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