Abstract
The purpose of this study was to investigate the hypotheses that self-reported mathematics self-concept and mathematics attitude of preservice teachers can change and be sustained after the completion of mathematics methods and pedagogy courses within their teacher credentialing training. One-way repeated measures ANOVAs were conducted to determine the changes and stability of mathematics self-concept and mathematics anxiety over a 3-year period of time of 102 preservice female teachers at a northern California university. The results of this study have given support to the idea that education of preservice mathematics teachers should be viewed developmentally, both from the development of relevant knowledge and skills, and from the perspective of the mathematics self-concept of a teacher. Suggestions for further research are described, especially concerning the significance of the self-concept in pedagogy for tomorrow’s schools.
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Johnson, R.M., Smith, K.H., Carinci, S. (2010). Preservice Female Teachers’ Mathematics Self-Concept and Mathematics Anxiety: A Longitudinal Study. In: Zajda, J. (eds) Global Pedagogies. Globalisation, Comparative Education and Policy Research, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3617-9_11
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