“True to Myself”: Transforming Secondary Mathematics Teachers’ Beliefs and Practices

Lorraine M Baron
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Abstract


Given the minimal impact in the classroom from the implementation of reform movements internationally, the question remains how researchers and teacher educators can address the learning needs of teachers. The goal was to implement research that was focused on providing an empowering space for the advancement of teachers’ beliefs and practices. The results showed that Fay’s three stages of empowerment provided a useful framework for describing the progress of a group of teachers engaged in processes designed to reveal self-knowledge of their beliefs and alternate practices. Participants were able to become aware of their beliefs and practices, negotiate barriers, become more grounded in their personal philosophical perspectives, and take action to implement novel pedagogies.


Keywords


Mathematics education, Secondary school teachers, Beliefs, Educational practices, Professional development

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DOI: http://dx.doi.org/10.18404/ijemst.30350

References


Baron, L.M. (2015). “True to myself”: Transforming secondary mathematics teachers’ beliefs and practices. International Journal of Education in Mathematics, Science and Technology, 3(3), 193-218.




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