Perceptions of secondary mathematics teachers concerning influences on pedagogical practices
Year: 2014
Type: dissertation
Abstract: The purpose of this study was to explore the perceptions of Secondary Math Teachers (SMTs) concerning the influences that affect teaching practices and also investigate the possible existence of pluralistic ignorance concerning the way SMTs perceive the effects of influences on their own teaching practices versus the way they perceive the effects of these same influences on the teaching practices of a typical SMT. While other studies have quantitatively analyzed teaching influences through the use of traditional surveys (Weiss, Pasley, Smith, Banilower, & Heck, 2003; Whittington, 2002; Banilower, Smith, Weiss, Malzahn, Campbell, & Weis, 2013; Smith, 2013), this study used Q methodology to analyze the subjective, qualitative aspects of SMT perceptions concerning influences on teaching practices. Nineteen SMTs from North Dakota sorted a list of potential influences under two conditions of instruction (one pertaining to themselves and the other pertaining to their beliefs concerning the typical SMT). The data were collected and analyzed, resulting in the identification and description of three archetypes: the Realists, the Pragmatists, and the Self-Referents. Furthermore, there was evidence to suggest the existence of pluralistic ignorance amongst the participants based on the inconsistency between their two sorts. This was particularly evident concerning Pragmatists who inaccurately viewed themselves as unique.
Author: Jamie Wirth
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2522508278