Shifting Preservice Teachers’ Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment to Reform-based Mathematics
Elementary, Mathematics Methods Courses, Scaffolded Reflection, Teacher Education
Global Perspectives and Practices for Reform-Based Mathematics Teaching
Efforts to promote reform-based mathematics instruction in schools are pervasive, yet many teachers continue to use more traditional, procedural methods (Paolucci, 2015). In this chapter, the authors suggest that to achieve sustained adoption of reform-based instruction in mathematics, it is essential for professional development programs to draw teachers’ attention to sources of mathematics teaching efficacy afforded by reform-based teaching, such as enhanced student thinking. Educator preparation programs are ideal settings in which to begin this process, and the authors describe how scaffolded reflection activities within a mathematics methods course were used to focus preservice teachers’ attention on sources of mathematics teaching efficacy that are congruent with reform-based mathematics instruction. The authors suggest that engendering such a shift in the sources for mathematics teaching efficacy may lead to more widespread and sustained use of reform-based teaching methods by preservice teachers in their future practice.
Department of Educational Psychology, Foundations, and Leadership Studies
Original Publication Date
1 PDF (18 pages)
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
©2022 The Authors.
Krejci, Brooke; Joram, Elana; and Gabriele, Anthony J., "Shifting Preservice Teachers’ Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment to Reform-based Mathematics" (2022). Faculty Publications. 5252.