Are Pre-Service Mathematics Teachers’ Teaching Concerns Related To Their Epistemological Beliefs?/Jesu li strahovi budućih nastavnika matematike povezani s njihovim epistemološkim uvjerenjima?

Abstract

Abstract

The purposes of this study were to evaluate the effect of year on pre-service teachers’ epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used for data collection. Two MANOVAs were conducted to determine the effect of year on pre-service mathematics teachers’ epistemological beliefs and their teaching concerns. In order to find out the relationship between pre-service teachers’ teaching concerns and their epistemological beliefs, canonical analysis was conducted. It was found that there were no significant mean differences among pre-service teachers attending different years regarding teaching concerns, whereas there was a significant effect of year on pre-service teachers’ epistemological beliefs. Apart from that, canonical analysis revealed a significant relationship between teaching concerns and epistemological beliefs.

Key words: epistemological beliefs; pre-service teachers; teacher education programs; teaching concerns.

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Sažetak

Svrha ove studije jest procijeniti učinak epistemoloških uvjerenja i strahova vezanih uz poučavanje na buduće nastavnike, danas studente, kao i istražiti odnos strahova vezanih uz poučavanje i epistemoloških uvjerenja. U studiji je sudjelovalo sto sedamdeset sedam studenata matematike upisanih na Odsjek za poučavanje matematike u srednjoj školi pri dva sveučilišta. Za prikupljanje podataka korištena su dva instrumenta: kontrolna lista strahova vezanih uz poučavanje i Schommer epistemološki upitnik. Provedena su dva MANOVA testa s ciljem određivanja učinaka na buduće nastavnike matematike, danas studente, odnosno njihova epistemološka uvjerenja i strahovi vezani uz poučavanje. S ciljem boljeg upoznavanja s odnosom strahova vezanih uz poučavanje budućih nastavnika i njihovih epistemoloških uvjerenja provedena je kanonska analiza. Otkriveno je da nema značajnijih srednjih razlika među studentima na različitim godinama studija u pogledu strahova vezanih uz poučavanje, a da postoji značajna razlika kod studenata različitih studijskih godina u pogledu epistemoloških uvjerenja. Osim toga, kanonska je analiza ukazala na važnu vezu između strahova vezanih uz poučavanje i epistemoloških uvjerenja.

Ključne riječi: budući nastavnici matematike