Reconsidering the Category Framework for Describing Mathematics Teachers’ Values
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This paper proposes a modified category framework derived from VAMP and VIMT projects for describing teachers’ mathematical and pedagogical values, and examines the dialectical relations between values awareness/willingness and teaching, based on case studies of student teachers of secondary mathematics from a follow-up project of VIMT. The preliminary results show that student teachers would teach certain values depending on the awareness of values priority, willingness to teach, their teaching capabilities and classroom conditions. So, mathematics teacher educators should provide relevant courses to facilitate student teachers to be aware of their implicit values and be willing to enact these values, and to empower student teachers with the knowledge and experiences to teach the values.
Abstract
This paper proposes a modified category framework derived from VAMP and VIMT projects for describing teachers’ mathematical and pedagogical values, and examines the dialectical relations between values awareness/willingness and teaching, based on case studies of student teachers of secondary mathematics from a follow-up project of VIMT. The preliminary results show that student teachers would teach certain values depending on the awareness of values priority, willingness to teach, their teaching capabilities and classroom conditions. So, mathematics teacher educators should provide relevant courses to facilitate student teachers to be aware of their implicit values and be willing to enact these values, and to empower student teachers with the knowledge and experiences to teach the values.
참고문헌 (15)
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