An investigation of pre-service secondary mathematics teachers' beliefs as they begin their teacher training

Abstract

Research suggests that pre-service teachers' beliefs about mathematics and mathematics teaching are a strong indicator of their future teaching practice. In this interview study, 16 pre-service secondary teachers were asked to reflect on their own school experiences and discuss their beliefs about what constitutes a good teacher and good teaching. Results indicate that pre-service teachers enter their teacher training with fixed views about mathematics instruction that are based largely on interpretations of how their own mathematics teachers taught the subject to them.