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Tensions of Trust in Preservice Teachers' Consideration of Challenging Mathematics Tasks
- Source :
-
Journal of Education for Teaching: International Research and Pedagogy . 2021 47(2):287-289. - Publication Year :
- 2021
-
Abstract
- Drawing on a larger, cross-institutional study that examines equitable elementary mathematics education, this article reports initial findings related to tensions that emerged for preservice teachers (PSTs) related to trusting students with open-ended, challenging mathematics tasks. Data composed of 194 PSTs' written responses to a survey question. Using methods of qualitative analysis, findings indicate two prominent tensions that emerged for PSTs related to trusting students with open-ended challenging tasks: productive struggle versus unproductive failure and teacher control versus student control. These findings suggest that reform efforts that encourage teachers to implement open-ended, challenging tasks may not come to fruition if underlying issues of (mis)trust teachers may have related to students are not unpacked and addressed.
Details
- Language :
- English
- ISSN :
- 0260-7476
- Volume :
- 47
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Journal of Education for Teaching: International Research and Pedagogy
- Publication Type :
- Academic Journal
- Accession number :
- EJ1292148
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/02607476.2021.1877087