Research On The Influence Of Educational Practice On The Belief Of Preservice Teachers Of Mathematics

With the development of cognitive psychology,the study of the teacher is no longer just limited to the explicit observable behavior,but to broaden the implicit cognitive level,to the nineties have produced a lot of research on teachers' recessive content,the research on teachers' beliefs is a hot issue,attracted the attention of many scholars.As a probationary army of future teachers,the beliefs held by preservice teachers before they officially enter the teaching post will undoubtedly have an important impact on their beliefs and behaviors in the subsequent teaching career,and will continue to affect them for a long time.In China,most of the researches on teachers' beliefs focus on the general field.In contrast,the researches on teachers' beliefs in mathematics are relatively rare,and there are few researches on the relationship between teachers' beliefs and teaching practice with preservice teachers as the research object.Therefore,it is worth discussing how the teacher belief of preservice mathematics teachers has changed after teaching practice and the relevant influencing factors.Teaching practice is the first time that preservice teachers change from students to teachers and get in touch with the real classroom.During this period,some actual situations will conflict with the contents they learned in the original school and then generate reality shock.The following research questions are put forward in this paper:1.What kind of teacher beliefs do preservice teachers have before the teaching practice? 2.What kind of teacher beliefs do preservice teachers have after the teaching practice,and is there any change? What has changed? 3.What factors are related to the change of teachers' beliefs in the process of teaching practice? What does it affect? This study adopts mixed research,the quantitative research part uses the form of questionnaire,the qualitative research uses the form of interview.Through the questionnaire to understand the performance of teachers' beliefs before and after the teaching practice,and the interview method to understand the main factorsaffecting the change of teachers' beliefs,the two methods complement each other,so as to improve the richness of the research results,enhance the research depth and make the results more scientific.After data analysis,it can be concluded that: 1.Before the teaching practice,the overall preservice teachers' beliefs were in an open orientation,with a high degree of openness,but they also contained conservative teacher beliefs.The proportion of open teacher beliefs in the belief system was greater than that of conservative teacher beliefs.Higher scores on the understanding of the mathematical evaluation.Moreover,there exists the coexistence of two kinds of mixed beliefs in the preservice teachers' belief system,some preservice teachers' beliefs about mathematics and mathematics learning and mathematics evaluation exist in the conservative teachers' beliefs,in individual preservice teachers' beliefs about the nature of the mathematics in the belief system in the conservative orientation,rather than conservative and open.2.All preservice mathematics teachers still hold open teacher beliefs after the teaching practice,but the degree of openness is different.The preservice teacher belief system still contains conservative teacher belief.From the statistical data,compared with the teacher belief before the teaching practice,the teacher belief after the teaching practice has changed.After the teaching practice,the overall degree of teachers' belief openness was reduced and shifted to the conservative teacher's belief.However,for some preservice teachers,the degree of belief openness was strengthened,and the influence of teaching practice on different individuals was quite different.3.From the perspective of overall teacher belief,reflection has a significant impact on the change of preservice teacher belief after teaching practice.There was no significant difference in the beliefs of preservice teachers of mathematics under different backgrounds,such as gender,student cadre experience,love of mathematics teacher occupation,family education experience,teaching experience,differentstudents' origin,mother's education background,father's education background,etc.Teaching practice has a great impact on the three aspects of preservice teachers' understanding of the relationship between mathematics and other disciplines and real life,the content of mathematics teaching materials and mathematics learning.Compared with before the practice,it is significantly different,and the direction of change is consistent,and it is close to the conservative belief of teachers.The influence of guidance teachers on preservice teachers' beliefs is mainly reflected in the teaching and student level,which includes the teaching methods and contents,the grasp of key and difficult points,the classroom control ability and structure,etc.Students level have to grasp and communicate with students,pay attention to students,give students the opportunity to study independently,from the details of daily life to understand students.In addition,the personal charm of the instructor also exerts a subtle influence on the preservice teachers,which mainly reflects the personal charm of the instructor,such as stable and steadfast attitude towards things,serious and rigorous attitude towards lesson preparation,and diligence.The influence of students' faith on preservice teachers is reflected in deepening their understanding of students,improving their understanding of students,and improving their teaching through students' feedback,which strengthens their confidence in being a teacher.The contents of the communication with the internship partners mainly include teaching,students and life.After the communication with the partners,the preservice teachers have more or less deepened their understanding of teaching and mathematics and changed their teacher beliefs.Reflection promotes the change of preservice teachers' beliefs,deepens their understanding of teaching and students,changes their original views,and internalizes the external influence into the unique belief system.Finally,based on the research results of this paper,some suggestions are put forward for teacher training institutions and preservice teachers themselves.