ERIC Number: ED476636
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
The Story of First-Year Teachers' Struggle To Maintain a Reform Perspective After Experiencing Integrated Mathematics Content and Methods in Their Teacher Preparation Program.
Hart, Lynn C.
This study investigates how successful the Urban Alternative Preparation Program (UAPP) integrated mathematics/methods sequence was at changing the beliefs and practices of preservice teachers in the program. The program is grounded in constructivist learning theory and promotes practices that support that perspective. A group of eight students who held non-education undergraduate degrees and were preparing to become certified in a K-5 urban setting participated in the study. Results indicate that they demonstrated beliefs and practices that were more consistent with the philosophy of reform and a strong resilience in their newfound beliefs and practice. (KHR)
Descriptors: Curriculum Development, Elementary Education, Mathematics Instruction, Preservice Teachers, Professional Development, Teacher Attitudes, Teacher Education Programs
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p699-707. For full proceedings, see SE 065 231.