EXPLORING THE PERSPECTIVES OF PRESERVICE FILIPINO MATHEMATICS TEACHERS: BASIS FOR A PROPOSED EDUCATIONAL BELIEF MODEL

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Problems of Education in the 21st Century Pub Date : 2024-08-12 DOI:10.33225/pec/24.82.487

Avelino G. Ignacio Jr.

{"title":"EXPLORING THE PERSPECTIVES OF PRESERVICE FILIPINO MATHEMATICS TEACHERS: BASIS FOR A PROPOSED EDUCATIONAL BELIEF MODEL","authors":"Avelino G. Ignacio Jr.","doi":"10.33225/pec/24.82.487","DOIUrl":null,"url":null,"abstract":"This research explores the educational beliefs of select fourth-year preservice Filipino mathematics teachers enrolled in the Bachelor of Education major in Mathematics program in the second semester of the 2022–2023 academic year in a state university in Bulacan, Philippines, via qualitative-exploratory research. Three qualitative tools were used: a metaphor construction task, unstructured questions, and a drawing task. Thematic analysis and intercoder reliability checking were implemented. Based on the findings, the first theme, the teacher as a knowledge dispenser belief, features the imperative conduct of the dispensation of knowledge; the second theme, the teacher as a reliable improver belief, highlights the formation of space for student participation after dispensing knowledge; the third theme, teacher as an equity promoter belief, highlights the significance of addressing the needs of the students while dispensing knowledge; and the last theme, teacher as a strategic scaffolder belief, highlights combining, extending, and maximizing all knowledge, experiences, and learning opportunities to align with and attain learning objectives. The teacher-as-knowledge dispenser belief is more teacher-centered, the teacher-as-reliable improver and teacher-as-equity promoter beliefs are mixed teacher-centered and student-centered, and the teacher-as-strategic scaffolder belief is more student-centered. \nKeywords: educational belief model, mathematics teaching, preservice teachers, student-centered, teacher beliefs, teacher-centered","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Problems of Education in the 21st Century","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33225/pec/24.82.487","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This research explores the educational beliefs of select fourth-year preservice Filipino mathematics teachers enrolled in the Bachelor of Education major in Mathematics program in the second semester of the 2022–2023 academic year in a state university in Bulacan, Philippines, via qualitative-exploratory research. Three qualitative tools were used: a metaphor construction task, unstructured questions, and a drawing task. Thematic analysis and intercoder reliability checking were implemented. Based on the findings, the first theme, the teacher as a knowledge dispenser belief, features the imperative conduct of the dispensation of knowledge; the second theme, the teacher as a reliable improver belief, highlights the formation of space for student participation after dispensing knowledge; the third theme, teacher as an equity promoter belief, highlights the significance of addressing the needs of the students while dispensing knowledge; and the last theme, teacher as a strategic scaffolder belief, highlights combining, extending, and maximizing all knowledge, experiences, and learning opportunities to align with and attain learning objectives. The teacher-as-knowledge dispenser belief is more teacher-centered, the teacher-as-reliable improver and teacher-as-equity promoter beliefs are mixed teacher-centered and student-centered, and the teacher-as-strategic scaffolder belief is more student-centered. Keywords: educational belief model, mathematics teaching, preservice teachers, student-centered, teacher beliefs, teacher-centered

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

探索菲律宾职前数学教师的观点：建议的教育信念模式的基础

本研究通过定性探索性研究，对菲律宾布拉干省一所州立大学 2022-2023 学年第二学期数学教育学士专业四年级在职菲律宾数学教师的教育信念进行了探讨。研究使用了三种定性工具：隐喻构建任务、非结构化问题和绘画任务。研究采用了主题分析和编码器间可靠性检查。根据研究结果，第一个主题--教师作为知识传播者的信念--的特点是必须进行知识传播；第二个主题--教师作为可靠的改进者的信念--的特点是在传播知识后形成学生参与的空间；第三个主题--教师作为公平促进者的信念--的特点是在传播知识的同时满足学生需求的意义；最后一个主题--教师作为战略支架的信念--的特点是结合、扩展和最大限度地利用所有知识、经验和学习机会，以符合和实现学习目标。教师作为知识传播者的信念更多地以教师为中心，教师作为可靠的改进者和教师作为平等的促进者的信念混合了教师中心和学生中心，教师作为战略支架的信念更多地以学生为中心。关键词：教育信念模式；数学教学；职前教师；以学生为中心；教师信念；以教师为中心

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Problems of Education in the 21st Century EDUCATION & EDUCATIONAL RESEARCH-

自引率

14.30%

发文量

期刊介绍： Problems of Education in the 21st Century is an international, periodical scientific journal publishing original research across the whole of education. The journal''s Editorial Board and staff are committed to building PEC into the leading scientific journal in its field by publishing articles of outstanding scientific quality that merit the attention and interest of the whole educational community.