A Systematic Review of the Alignment Between Pre-service Mathematics Teachers’ Beliefs and Classroom Actions
DOI:
https://doi.org/10.33474/j-prima.v2i1.25365Keywords:
Pre-service Mathematics Teachers, Teacher Beliefs, Classroom Actions, Systematic Literature ReviewAbstract
Teacher beliefs are widely recognized as critical determinants of instructional quality, yet the extent to which pre-service mathematics teachers’ beliefs align with their actual classroom actions remains underexplored in global literature. This study addresses this gap by conducting a Systematic Literature Review (SLR) following the PRISMA framework to critically synthesize research on the relationship between pre-service mathematics teachers’ beliefs and their instructional practices. A total of 23 peer-reviewed articles published between 2015 and 2025, sourced from the Scopus database, were selected and analyzed. Data were extracted using a structured framework covering belief types (constructivist, traditional, or mixed), classroom action orientations (student-centered, teacher-centered, or mixed), and the nature of their relationship (aligned, misaligned, or partially aligned). Findings reveal that the majority of pre-service teachers hold constructivist beliefs and tend to implement student-centered instruction, resulting in an aligned relationship. However, misalignment and partial alignment were also evident, frequently attributed to low self-efficacy, mathematics teaching anxiety, and the influence of prior schooling experiences. These results underscore the importance of integrating critical reflection and psychological support into teacher education programs to bridge the gap between idealistic beliefs and realistic classroom practice. Future research is encouraged to pursue longitudinal designs and examine the mediating role of digital technology in this relationship.
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