Integrating beliefs, pedagogical identity, and practice : a systematic literature review of pre-service mathematics teachers’ instructional frameworks.
DOI:
https://doi.org/10.33474/j-prima.v2i1.25346Keywords:
beliefs, pedagogical identity, practice, pre-service mathematics teacherAbstract
This research is motivated by the gap between the theory acquired in college and the reality of practice in the field, as well as the influence of beliefs and identity of a prospective mathematics teacher. This study aims to analyze the relationship between these three aspects in shaping the professionalism of prospective mathematics teachers. The method used is a phenomenological approach with a Systematic Literature Review of various studies related to prospective mathematics teachers. Data were collected through a literature study analyzed using a prism diagram to identify patterns of relationships between beliefs, pedagogical identity, and theory-practice gap. The results show that beliefs act as a primary filter in determining learning decisions, while pedagogical identity develops through a process of transformation from a student perspective to a professional educator. Furthermore, a gap was found between theory and practice that often gives rise to identity crises in pre-service teachers, mainly due to the influence of previous observational experiences and school environmental pressures. However, practical experience also serves as a reflective space that allows for a more mature reconstruction of identity. Therefore, a strong integration between beliefs, pedagogical identity, and practice, supported by critical reflection and active engagement, is key to developing professional and adaptive mathematics teachers
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