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ERIC Number: EJ836488
Record Type: Journal
Publication Date: 2006
Pages: 15
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1442-3901
The Impact of the School-Based Practicum on Pre-Service Teachers' Affective Development in Mathematics
Grootenboer, Peter
Mathematics Teacher Education and Development, v7 p18-32 2005-2006
An integral part of all initial teacher education programs is the school-based practicum where pre-service teachers get an opportunity to develop their teaching skills and knowledge in a classroom setting. Many have suggested that these experiences are very powerful in shaping pre-service teachers' views of teaching because they are perceived as being "real" as opposed to the "artificial" environment of the tertiary courses. This can mean that the practicum experiences can legitimate or negate the learning of the tertiary courses. In particular, pre-service teachers can make significant positive changes in their affective responses to mathematics, but the longevity and stability of these changes can be challenged through their school-based practicum experiences. (Contains 3 notes and 2 tables.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand