The Impact of the School-based Practicum on Pre-service Teachers’ Affective Development in Mathematics

Peter Grootenboer

Abstract


An integral part of all initial teacher education programs is the school-based
practicum where pre-service teachers get an opportunity to develop their teaching
skills and knowledge in a classroom setting. Many have suggested that these
experiences are very powerful in shaping pre-service teachers’ views of teaching
because they are perceived as being ‘real’ as opposed to the ‘artificial’ environment
of the tertiary courses. This can mean that the practicum experiences can legitimate
or negate the learning of the tertiary courses. In particular, pre-service teachers can
make significant positive changes in their affective responses to mathematics, but the
longevity and stability of these changes can be challenged through their school-based
practicum experiences.

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