Sustainable Development Goals
Abstract/Objectives
Traditionally, teacher beliefs are usually investigated through interviews and questionnaires. However, this approach may cause bias. This could be the reason why researchers usually think teacher practices are not consistent with their beliefs. For example, researchers and participants may have different understandings regarding specific terms used in the interviews or questionnaires. More specifically, both groups may have quite different ideas about the term "open-ended instruction." As such, researchers may not truly reflect teachers' beliefs in their research. On the other hand, teachers are not always fully aware of their beliefs. Beliefs have unconscious nature. Along this line, using drawings can be a good approach to study teacher beliefs: (1) It helps to capture the beliefs that participants are not aware of. (2) It helps to reduce participants pressures. (3) Participants' drawings are concrete, and it can reduce researchers' misunderstandings. (4) Drawings can help to capture participants' knowledge, beliefs and emotions at the same time.
Results/Contributions

The results in this study indicated

(1) Most of the participants show mixed teacher- and student-centered beliefs, content knowledge, and positive emotions in the drawings.

(2)Teacher-centered beliefs drawings were more likely to related to content knowledge and mixed emotions, whereas Student-centered beliefs drawings were more likely to

related to pedagogical content knowledge and positive emotions. (3) Around two-fifth of the participants who specified knowledge and emotions in their drawings seemed to have more positive emotions when their teaching was focused on content knowledge.

(4) In contrast to prior studies, our current study might imply that teacher educators should more emphasize developing pre-service teachers’ pedagogy content knowledge than their content if building teachers’ student-centered beliefs is our goal.

(5) We suggested an idea that “affect-laden teacher knowledge” for the knowledge captured by the drawing task and discuss the implications of using such knowledge in teacher education.

Keywords
Beliefsdrawingemotionsknowledgemathematicspre-service teachers
References
Contact Information
林勇吉
yclin@mail.nd.nthu.edu.tw