|Titel||Out-of-field Teaching Mathematics Teachers and the Ambivalent Role of Beliefs - A First Report from Interviews|
|Autoren||Bosse, M, Törner, G|
|Editor||Hannula, MS, Portaankorva-Koivisto, P, Laine, A, Näveri, L|
|Konferenzband Name||Current state of research on mathematical beliefs XVIII. Proceedings of the MAVI-18 Conference|
|Schlüsselwörter||fachfremd, out-of-field teaching|
This inquiry deals with mathematics teachers without formal education for teaching mathematics and the affective-motivational components of their professional competence. It provides insights into those teachers’ worldviews towards mathematics and mathematics education and indicates that cognitive as well as affective-motivational characteristics can limit these teachers’ actions. The observations made during guided interviews are analyzed with reference to Alan Schoenfeld’s theoretical framework of goal-oriented decision-making (Schoenfeld, 2011). Finally, our conclusions lead to recommendations for designing in-service training programs for these teachers.