Profiles of beliefs about mathematics instructional practices of primary education student teachers conditioned by school experience and teacher role adoption

Abstract

The school itinerary not only has an effect on the learning of mathematics, but also on the beliefs about mathematics, its learning and teaching, and therefore on the construction of teaching models and mathematics instructional practices in future teachers. Thus, this research seeks to identify relationships between the profiles of beliefs about mathematical instructional practices and the formal and informal experience with the role of teacher. For this purpose, a scale of beliefs is constructed and validated in 328 elementary education pedagogy students from 18 training programs in Chile, identifying profiles through latent class analysis and determining relationships using the Chi-square test. The results show that the teaching models experienced by student teachers influence their beliefs, even more so if they have adapted the role of teacher by teaching a classmate or giving private lessons.