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ERIC Number: ED530017
Record Type: Non-Journal
Publication Date: 2012-Mar-7
Pages: 29
Abstractor: As Provided
Reference Count: 115
Teacher Belief, Knowledge, and Practice: A Trichotomy of Mathematics Teacher Education
Belbase, Shashidhar
Online Submission
In this paper I reviewed and analyzed three important constructs--beliefs, knowledge, and practices in mathematics teacher education. I carried out a literature review of teacher beliefs and practice, and beliefs and change in mathematics education in to order draw some pedagogical and research implications. I was able to draw three themes from the reviews--beliefs impact practice but within a supportive environment, teacher beliefs impact teacher change (development), and teacher knowledge is not just content knowledge, pedagogical knowledge, technological knowledge, and their possible combinations but it opens a new dimension of thinking such as pedagogical-philosophical-psychological knowledge for which we have to conceptualize an interiorized other--the epistemic student. (Contains 3 figures.)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Cyprus; Nepal; Wyoming
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001