Math is cool – For school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus.
Guse, S., Kienhues, D. & Jucks, R,
Research article (journal) | Peer reviewedAbstract
In academic teacher education, preservice teachers may develop complex views on their chosen scientific discipline of study, as a tension may exist between a purely academic focus and a job-related focus. This study reports quantitative data from N = 259 preservice mathematics teachers indicating their views on the mathematics discipline in four facets of task value and enjoyment of mathematics as well as in an open statement. Cluster analysis of the five quantitative variables suggests three disjunct clusters, and qualitative data support the cluster structure. Data are discussed regarding higher education and the role of discipline content in teacher education.
Details about the publication
Journal: Teaching and Teacher Education
Volume: 132
Status: Published
Release year: 2023
Language in which the publication is written: English
Link to the full text: https://doi.org/10.1016/j.tate.2023.104247
Keywords: Preservice teachers Content Mathematics discipline Views Job-related focus Higher education
Authors from the University of Münster
| Guse, Simon | Center for Higher Education (ZHL) |
| Jucks, Regina | Professorship for Social Psychology in Teaching and Education (Prof. Jucks) |
| Kienhues, Dorothe | Center for Higher Education (ZHL) |