Pre-service Mathematics Teachers’ Beliefs and Identity in Shaping Teaching Practices: a Systematic Literature Review
Keyakinan dan Identitas Calon Guru Matematika dalam Membentuk Praktik Mengajar: Sebuah Tinjauan Pustaka Sistematis
DOI:
https://doi.org/10.33474/j-prima.v2i1.25344Keywords:
Beliefs, critical experience, Identity, pre-service mathematics teachers, teaching practicesAbstract
Pre-service mathematics teachers play a crucial role in shaping future instructional practices, yet their teaching is often influenced by the interplay between beliefs and idenity. This study aims to systematic review the literature on how pre-service mathematics teachers’belief and identity interact in shaping teaching practies, as well as how critical experiences and contextual conditions influence this process. Specifically, it addressess two research question: (1) How do pre-service mathematics teachers’ beliefs and professional identity interact to shape, mediate, and sometimes disrupt the implementation of teaching practices? and (2) In what ways do critical experiences and contextual conditions influence the reconstruction of beliefs and identity, and how does this process affect the development of professional competence in teaching practice?. A systematic literature review was conducted using Scopus databese, focusing on peer-reviewed journal article published between 2017 and 2026. Using keywords related to belifes and identity, also applying predefined inclusion and exclusion criteria. 26 articles were selected. The findings reveal that beliefs and identity interact dynamicaly through processes of interaction, mediation, and disruption, affecting the cinsistency of teaching practices. both are continously reconstructed through critical experiences such as teaching practies, reflection, and collaboration while contextual factors further shape this process. This study highlight the importance of integrating beliefs, identity, and experience to support the development of professional competence in teacher education.
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