International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities
APA
In-text citation: (Österling & Christiansen, 2022)
Reference: Österling, L., & Christiansen, I. (2022). Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities. International Electronic Journal of Mathematics Education, 17(4), em0710. https://doi.org/10.29333/iejme/12380
AMA
In-text citation: (1), (2), (3), etc.
Reference: Österling L, Christiansen I. Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities. INT ELECT J MATH ED. 2022;17(4), em0710. https://doi.org/10.29333/iejme/12380
Chicago
In-text citation: (Österling and Christiansen, 2022)
Reference: Österling, Lisa, and Iben Christiansen. "Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0710. https://doi.org/10.29333/iejme/12380
Harvard
In-text citation: (Österling and Christiansen, 2022)
Reference: Österling, L., and Christiansen, I. (2022). Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities. International Electronic Journal of Mathematics Education, 17(4), em0710. https://doi.org/10.29333/iejme/12380
MLA
In-text citation: (Österling and Christiansen, 2022)
Reference: Österling, Lisa et al. "Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0710. https://doi.org/10.29333/iejme/12380
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Österling L, Christiansen I. Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities. INT ELECT J MATH ED. 2022;17(4):em0710. https://doi.org/10.29333/iejme/12380

Abstract

There is a widespread conviction in research on teacher education that practicum contributes to the development of student teachers’ inner qualities. This article presents a systematic review of empirical research articles on teacher affect, identities, and conceptions of mathematics, based on 87 publications from 2001-2021. Becoming a teacher is described as a slow, uncertain, and individual process, with varied assumptions about what or whom the prospective teacher needs to become or feel. Generally, a synthesis was difficult, partly due to contextual as well as methodological differences among the included articles. Still, we could conclude how tensions between identities endorsed by school and university became influential for identity development. For affect, we saw contradictory results in how positive attitudes to mathematics can increase or decrease after practicum, and in how stable they are. Studies disagreed on the extent to which students’ attitudes and beliefs determine their teaching approach. Despite this complexity, practicum-as-usual appears less successful than various interventions. This may have to do with the widespread implementation fidelity perspective, or with aspects focused on interventions being made more accessible for participants.

References

  • Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014). Supporting elementary pre-service teachers to teach STEM through place-based teaching and learning experiences. Electronic Journal of Science Education, 18(5), 1-22.
  • Akkoc, H., & Yesildere-Imre, S. (2017). Becoming a mathematics teacher: The role of professional identity. International Journal of Progressive Education, 13(2), 48-59.
  • Akkoc, H., Balkanlioglu, M. A., & Yesildere-Imre, S. (2016). Exploring preservice mathematics teachers’ perception of the mathematics teacher through communities of practice. Mathematics Teacher Education and Development, 18(1), 7-51.
  • Ashun, M. A., & Reinink, J. (2009). Trickle down mathematics: Adult pre-service elementary teachers gain confidence in mathematics-Enough to pass it along? Adults Learning Mathematics, 4(1), 32-40.
  • Bahr, D. L. (2013). It takes a village: Investigating the critical role clinical faculty play in mathematics teacher education. Teacher Development, 17(4), 518-537. https://doi.org/10.1080/13664530.2013.838601
  • Bahr, D. L., Monroe, E. E., & Eggett, D. (2014). Structural and conceptual interweaving of mathematics methods coursework and field practica. Journal of Mathematics Teacher Education, 17(3), 271-297. https://doi.org/10.1007/s10857-013-9258-z
  • Bahr, D. L., Monroe, E. E., & Shaha, S. H. (2013). Examining preservice teacher belief changes in the context of coordinated mathematics methods coursework and classroom experiences. School Science and Mathematics, 113(3), 144-155. https://doi.org/10.1111/ssm.12010
  • Baker, K. (2017). Characterizing and facilitating prospective teachers’ engagement with student thinking about fractions [Doctoral dissertation, The University of North Carolina at Chapel Hill]. https://doi.org/10.17615/xvhk-1d13
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
  • Bieda, K. N., Sela, H., & Chazan, D. (2015). “You are learning well my dear”: Shifts in novice teachers’ talk about teaching during their internship. Journal of Teacher Education, 66(2), 150-169. https://doi.org/10.1177/0022487114560645
  • Borgen, K. L. (2006). From mathematics learner to mathematics teacher: Preservice teachers’ growth of understanding of teaching and learning mathematics [Doctoral dissertation, The University of British Columbia].
  • Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367-377. https://doi.org/10.1080/02619760802420693
  • Brinkmann, J. L. (2019). Making a difference: Increasing elementary pre-service teachers’ self-efficacy in mathematics. Educational Planning, 26(1), 7­-21.
  • Brown, A., Westenskow, A., & Moyer-Packenham, P. (2012). Teaching anxieties revealed: Pre-service elementary teachers’ reflections on their mathematics teaching experiences. Teaching Education, 23(4), 365-385. https://doi.org/10.1080/10476210.2012.727794
  • Burton, D., & Pace, D. (2009). Preparing pre‐service teachers to teach mathematics in inclusive classrooms: A three‐year case study. School Science and Mathematics, 109(2), 108-115. https://doi.org/10.1111/j.1949-8594.2009.tb17943.x
  • Campbell, S. S. (2012). Taking them into the field: Mathematics teacher candidate learning about equity-oriented teaching practices in a mediated field experience [Doctoral dissertation, University of Washington].
  • Caniglia, J. C., Borgerding, L., & Courtney, S. (2017). AHA moments of science and mathematics pre-service teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(2), 53-59. https://doi.org/10.1080/00098655.2016.1256745
  • Cavanagh, M. S., & Garvey, T. (2012). A professional experience learning community for pre-service secondary mathematics teachers. Australian Journal of Teacher Education, 37(12), 57-75. https://doi.org/10.14221/ajte.2012v37n12.4
  • Chamberlin, M. T., & Chamberlin, S. A. (2010). Enhancing preservice teacher development: Field experiences with gifted students. Journal for the Education of the Gifted, 33(3), 381-416. https://doi.org/10.1177/016235321003300305
  • Christiansen, I. M., Österling, L. & Skog, K. (2019). Images of the desired teacher in practicum observation protocols. Research Papers in Education, 36(4), 439-460. https://doi.org/10.1080/02671522.2019.1678064
  • Clark, J. A. (2004). The impact of a mathematics performance-based assessment on elementary preservice teacher development [Doctoral dissertation, University of Colorado at Denver].
  • Clark, S. K., Byrnes, D., & Sudweeks, R. R. (2015). A comparative examination of student teacher and intern perceptions of teaching ability at the preservice and inservice stages. Journal of Teacher Education, 66(2), 170-183. https://doi.org/10.1177/0022487114561659
  • da Ponte, J. P., Santos, L., Oliveira, H., & Henriques, A. (2017). Research on teaching practice in a Portuguese initial secondary mathematics teacher education program. ZDM, 49(2), 291-303. https://doi.org/10.1007/s11858-017-0847-7
  • Darragh, L. (2016). Identity research in mathematics education. Educational Studies in Mathematics, 93(1), 19-33. https://doi.org/10.1007/s10649-016-9696-5
  • Dunn, T. K. (2004). Enhancing mathematics teaching for at-risk students: Influences of a teaching experience in alternative high school. Journal of Instructional Psychology, 31(1), 46-52.
  • Ebbelind, A. (2020). Becoming recognised as mathematically proficient: The role of a primary school teacher education programme [Doctoral dissertation, Linneus University].
  • Eddy, C. M. (2006). The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding [Doctoral dissertation, Baylor University].
  • Fusco, L. K. (2011). A mixed methods study of how the transition process impacts the autonomy of pre-service secondary mathematics teachers [Doctoral dissertation, The University of Nebraska].
  • Garza, R., & Harter, R. A. (2016). Perspectives from pre-service mathematics and science teachers in an urban residency program: Characteristics of effective mentors. Education and Urban Society, 48(4), 403­-420. https://doi.org/10.1177/0013124514533989
  • Gawlitza, G., & Perels, F. (2014). Changes in convictions and attitudes to the teaching profession and classroom management due to practical teaching experience. Educational Research and Reviews, 9(16), 535-541. https://doi.org/10.5897/ERR2013.1697
  • Goos, M. (2005). A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology. Journal of Mathematics Teacher Education, 8(1), 35-59. https://doi.org/10.1007/s10857-005-0457-0
  • Goos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11(1), 41-60. https://doi.org/10.1007/s10857-005-0457-0
  • Graven, M., & Heyd-Metzuyanim, E. (2019). Mathematics identity research: The state of the art and future directions. ZDM, 51(3), 361-377. https://doi.org/10.1007/s10857-005-0457-0
  • Grootenboer, P. (2006). The impact of the school-based practicum on pre-service teachers’ affective development in mathematics. Mathematics Teacher Education and Development, 7(1), 18-32.
  • Grueber, D., & Ozgun-Koca, S. A. (2013). Developing prospective teachers’ knowledge to foster and inspire reasoning in STEM. Teacher Education and Practice, 26(2), 181-199.
  • Gujarati, J. (2019). Reflecting on action: Implications from the child mathematics inquiry portfolio. Journal of Mathematics Education at Teachers College, 10(1), 1-10. https://doi.org/10.1007/978-3-030-00491-0_1
  • Gurl, T. (2011). A model for incorporating lesson study into the student teaching placement: What worked and what did not? Educational Studies, 37(5), 523-528. https://doi.org/10.1080/03055698.2010.539777
  • Handal, B. (2003). Teachers’ mathematical beliefs: A review. The Mathematics Educator, 13(2), 47-57.
  • Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp. 34-60).
  • Hannula, M. S. (2016). Introduction. In G. A. Goldin, M. Hannula, E. Heyd-Metzuyanim, A. Jansen, R. Kaasila, S. Lutovac, P. Di Martino, F. Morselli, J. A. Middleton, M. Pantziara, & Q. Zhang (Eds.), Attitudes, beliefs, motivation and identity in mathematics education: An overview of the field and future directions. Springer. https://doi.org/10.1007/978-3-319-32811-9
  • Hartmann, C., & Calandra, B. (2007). Diffusion and reinvention of ePortfolio design practices as a catalyst for teacher learning. Technology, Pedagogy and Education, 16(1), 77-93. https://doi.org/10.1080/14759390601168080
  • Hine, G. S. (2015). Self-perceptions of pre-service mathematics teachers completing a graduate diploma of secondary education. Issues in Educational Research, 25(4), 480-500.
  • Hine, G. S., & Thai, T. (2019). Pre-service mathematics teachers’ self-perceptions of readiness to teach secondary school mathematics. Mathematics Teacher Education and Development, 21(2), 64-86.
  • Hodges, T. E., & Hodge, L. L. (2017). Unpacking personal identities for teaching mathematics within the context of prospective teacher education. Journal of Mathematics Teacher Education, 20(2), 101-118. https://doi.org/10.1007/s10857-015-9339-2
  • Hunt-Ruiz, H., & Watson, S. B. (2015). The effect of early fieldwork on mathematics efficacy beliefs for pre-service teachers. SRATE Journal, 24(2), 59-66.
  • Jacobson, E. D. (2017). Field experience and prospective teachers’ mathematical knowledge and beliefs. Journal for Research in Mathematics Education, 48(2), 148-190. https://doi.org/10.5951/jresematheduc.48.2.0148
  • Jong, C. (2009). Linking teacher learning to pupil learning: A longitudinal investigation of how experiences shape teaching practices in mathematics [Doctoral dissertation, Boston College].
  • Jong, C., & Hodges, T. E. (2015). Assessing attitudes toward mathematics across teacher education contexts. Journal of Mathematics Teacher Education, 18(5), 407-425. https://doi.org/10.1007/s10857-015-9319-6
  • Juersivich, N., Garofalo, J., & Fraser, V. (2009). Student teachers’ use of technology-generated representations: Exemplars and rationales. Journal of Technology and Teacher Education, 17(2), 149-173.
  • Jurdak, M., Vithal, R., de Freitas, E., Gates, P., & Kollosche, D. (2016). Survey on the State-of-the Art. In I. M. Jurdak, R. Vithal, E. de Freitas, P. Gates, & D. Kollosche (Eds.), Social and political dimensions of mathematics education (pp. 5-27). Springer International Publishing. https://doi.org/10.1007/978-3-319-29655-5_2
  • Kaasila, R., & Lauriala, A. (2010). Towards a collaborative, interactionist model of teacher change. Teaching and Teacher Education, 26(4), 854-862. https://doi.org/10.1016/j.tate.2009.10.023
  • Kang, H. J. (2012). Identity development of preservice elementary teachers of mathematics from teacher education program to student teaching [Doctoral dissertation, Arizona State University].
  • Kartal, B., & Cinar, C. (2018). Examining pre-service mathematics teachers’ beliefs of tpack during a method course and field experience. Malaysian Online Journal of Educational Technology, 6(3), 11-37. https://doi.org/10.17220/mojet.2018.03.001
  • Lai, M. Y., Auhl, G., & Hastings, W. (2015). Improving pre-service teachers’ understanding of complexity of mathematics instructional practice through deliberate practice: A case study on “study of teaching”. International Journal for Mathematics Teaching and Learning, 1-25. http://www.cimt.plymouth.ac.uk/journal/munyee.pdf
  • Lee, C. W., Walkowiak, T. A., & Nietfeld, J. L. (2017). Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching. Mathematics Education Research Journal, 29(1), 45-72. https://doi.org/10.1007/s13394-016-0185-z
  • Lerman, S., Amato, S. A., Bednarz, N., David, M. M. M. S., Durand-Guerrier, V., Gadanis, G., Huckstep, P., Moreira, P. C., Morselli, F., Movshovitz-Hadar, N., Namukasa, I., Proulx, J., Rowland, T., Thwaites, A., & Winsløw, C. (2009). Studying student teachers’ voices and their beliefs and attitudes. In R. Even, & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (pp. 73-82). Springer. https://doi.org/10.1007/978-0-387-09601-8_8
  • Lin, P. J., & Acosta-Tello, E. (2017). A practicum mentoring model for supporting prospective elementary teachers in learning to teach mathematics. ZDM, 49(2), 223-236. https://doi.org/10.1007/s11858-016-0829-1
  • Livers, S. D. (2012). Coaching the coaches: Supporting university supervisors in the supervision of elementary mathematics instruction [Doctoral dissertation, University of Louisville].
  • Lloyd, M. E. R. (2009). Transformation and transfer of novice mathematics teachers’ practices and conceptions of teaching and learning: An examination of preservice and inservice classroom settings [Doctoral dissertation, University of Virginia].
  • Lutovac, S., & Kaasila, R. (2018). Future directions in research on mathematics-related teacher identity. International Journal of Science and Mathematics Education, 16(4), 759-776. https://doi.org/10.1007/s10763-017-9796-4
  • Lutovac, S., & Kaasila, R. (2019). Methodological landscape in research on teacher identity in mathematics education: A review. ZDM, 51(3), 505-515. https://doi.org/10.1007/s11858-018-1009-2
  • Meagher, M., Ozgun-Koca, A., & Edwards, M. T. (2011). Pre-service teachers’ experiences with advanced digital technologies: The interplay between technology in a pre-service classroom and in field placements. Contemporary Issues in Technology and Teacher Education, 11(3), 243-270.
  • Mostofo, J. R. (2013). Using lesson study with preservice secondary mathematics teachers [Doctoral dissertation, Arizona State University].
  • Mostofo, J. R. (2014). The impact of using lesson study with pre-service mathematics teachers. Journal of Instructional Research, 3, 55­-63.
  • Mostofo, J., & Zambo, R. (2016). Improving instruction in the mathematics methods classroom through action research. Educational Action Research, 23(4), 497-513. https://doi.org/10.1016/j.tate.2016.05.005
  • Mosvold, R., & Bjuland, R. (2016). Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. Teaching and Teacher Education, 58, 90-98. https://doi.org/10.1016/j.tate.2016.05.005
  • Moyer, P. S., & Husman, J. (2006). Integrating coursework and field placements: The impact on preservice elementary mathematics teachers’ connections to teaching. Teacher Education Quarterly, 33(1), 37-56. http://www.jstor.org/stable/23478733
  • Nolan, K. (2012). Dispositions in the field: Viewing mathematics teacher education through the lens of Bourdieu’s social field theory. Educational Studies in Mathematics, 80(1-2), 201-215. https://doi.org/10.1007/s10649-011-9355-9
  • Nyaumwe, L. (2004). The impact of full-time student teaching on preservice teachers’ conceptions of mathematics teaching and learning. Mathematics Teacher Education and Development, 6, 19-32.
  • Onwuegbuzie, A. J., & Frels, R. (2016). Seven steps to a comprehensive literature review: A multimodal and cultural approach. SAGE.
  • Ozgun-Koca, S. A., & Sen, A. I. (2006). The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “effective education”. Teaching and Teacher Education, 22(7), 946-960. https://doi.org/10.1016/j.tate.2006.04.036
  • Plonczak, I. (2010). Videoconferencing in math and science preservice elementary teachers’ field placements. Journal of Science Teacher Education, 21(2), 241-254. https://doi.org/10.1007/s10972-009-9166-3
  • Pratt, N., & Woods, P. (2007). Changing PGCE students’ mathematical understanding through a community of inquiry into problem solving. Research in Mathematics Education, 9(1), 79-94. https://doi.org/10.1080/14794800008520172
  • Rasmussen, K. (2016). Lesson study in prospective mathematics teacher education: Didactic and paradidactic technology in the post-lesson reflection. Journal of Mathematics Teacher Education, 19(4), 301-324. https://doi.org/10.1007/s10857-015-9299-6
  • Rethlefsen, A. L., & Park, H. (2011). A mixed‐method study: Assessing the BAR model’s impact on preservice teachers’ efficacy beliefs. School Science and Mathematics, 111(3), 102-117. https://doi.org/10.1111/j.1949-8594.2010.00067.x
  • Rusznyak, L., & Bertram, C. (2021). Conceptualising work-integrated learning to support pre-service teachers’ pedagogic reasoning. Journal of Education (University of KwaZulu-Natal), 83, 34-53. https://doi.org/10.17159/2520-9868/i83a02
  • Savard, A., Lin, T. W. J., & Lamb, N. (2017). Pre-Service elementary school teachers becoming mathematics teachers: Their participation in an online professional community. Journal of Education and Learning, 6(1), 41­-53. https://doi.org/10.5539/jel.v6n1p41
  • Shelton, R., Kerschen, K., & Cooper, S. (2020). The impact of a varied field experience on preservice teachers’ perceptions of their personal growth: A summer mathematics academy for early learners. The Teacher Educator, 55(1), 28-46. https://doi.org/10.1080/08878730.2019.1618424
  • Smith, J. D. (2001). Mathematics student teachers’ responses to influences and beliefs. Research in Mathematics Education, 3(1), 115-138. https://doi.org/10.1080/14794800008520088
  • Stein, C. C. (2008). An exploration of elementary preservice teachers’ performance and beliefs when negotiating reform-based mathematics education [Doctoral dissertation, The University of North Carolina at Greensboro].
  • Suh, J. M., & Fulginiti, K. (2012). “Situating the learning” of teaching: Implementing lesson study at a professional development school. School-University Partnerships, 5(2), 24-37.
  • Swars, S. L., Hart, L. C., Smith, S. Z., Smith, M. E., & Tolar, T. (2007). A longitudinal study of elementary pre‐service teachers’ mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325-335. https://doi.org/10.1111/j.1949-8594.2007.tb17797.x
  • Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12(1), 47-66. https://doi.org/10.1007/s10857-008-9092-x
  • Torgerson, C., Hall, J., & Light, K. (2012). Systematic reviews. In J. Arthur, M. Waring, R. Coe, & L. V. Hedges (Eds.), Research methods and methodologies in education (pp. 217-230). SAGE.
  • Tuohilampi, L., Laine, A., Hannula, M. S., & Varas, L. (2016). A comparative study of Finland and Chile: The culture-dependent significance of the individual and interindividual levels of the mathematics-related affect. International Journal of Science and Mathematics Education, 14(6), 1093–1111. https://doi.org/10.1007/s10763-015-9639-0
  • Utley, J., Moseley, C., & Bryant, R. (2005). Relationship between science and mathematics teaching efficacy of preservice elementary teachers. School Science and Mathematics, 105(2), 82-87. https://doi.org/10.1111/j.1949-8594.2005.tb18040.x
  • van Es, E. A., Sandholtz, J. H., & Shea, L. M. (2014). Exploring the influences of a partner-based teacher credential program on candidates’ performance outcomes. Peabody Journal of Education, 89(4), 482-499. https://doi.org/10.1080/0161956X.2014.938996
  • Walshaw, M. (2004). Pre-service mathematics teaching in the context of schools: An exploration into the constitution of identity. Journal of Mathematics Teacher Education, 7(1), 63-86. https://doi.org/10.1023/B:JMTE.0000009972.30248.9c
  • Watson, S., & Marschall, G. (2019). How a trainee mathematics teacher develops teacher self-efficacy. Teacher Development, 23(4), 469-487. https://doi.org/10.1080/13664530.2019.1633392
  • Williams, D. L. (2007). Student teaching in an urban context: Student teachers’ views and construction of identities [Doctoral dissertation, Georgia State University].
  • Yazgan-Sag, G., Emre-Akdogan, E., & Argun, Z. (2016). Prospective secondary mathematics teachers’ reflections on teaching after their first teaching experience. Acta Didactica Napocensia, 9(3), 1-10.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.