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ERIC Number: EJ1066368
Record Type: Journal
Publication Date: 2015-Jul
Pages: 26
Abstractor: As Provided
ISSN: EISSN-2147-611X
"True to Myself": Transforming Secondary Mathematics Teachers' Beliefs and Practices
Baron, Lorraine M.
International Journal of Education in Mathematics, Science and Technology, v3 n3 p193-218 Jul 2015
Given the minimal impact in the classroom from the implementation of reform movements internationally, the question remains how researchers and teacher educators can address the learning needs of secondary mathematics teachers. The goal was to implement research that was focused on providing an empowering space for the advancement of teachers' beliefs and practices. This study showed that it was possible to impact the beliefs and practices of a group of teachers who had varying levels of loyalty to more traditional practices. This was accomplished by considering practitioner-derived knowledge to be trustworthy and relevant. By employing a critical and participatory research methodology informed by Kemmis and McTaggart, and by designing a study that was framed by Fay's three stages of empowerment, I was able to provide a space where teachers became aware of their beliefs and practices, negotiated barriers, became more grounded in their personal philosophical perspectives, took action to implement novel pedagogies, and knew finally "who they are" as professionals.
International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A