Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring
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https://doi.org/10.1080/02619768.2020.1803271 |
Metadatos
Título
Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoringFecha de publicación
2020-07-08Editor
Taylor & FrancisISSN
0261-9768Cita bibliográfica
MOLINER, Lidon; ALEGRE, Francisco. Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. European Journal of Teacher Education, 2020, 1-20Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.tandfonline.com/doi/abs/10.1080/02619768.2020.1803271Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
The benefits of peer tutoring in mathematics have repeatedly been proven at different educational levels. Nevertheless, mathematics teachers’ perceptions towards this methodology and whether they are adequately trained ... [+]
The benefits of peer tutoring in mathematics have repeatedly been proven at different educational levels. Nevertheless, mathematics teachers’ perceptions towards this methodology and whether they are adequately trained to implement the practice is information that remains uncertain. Surveys and questionnaires directed at teachers regarding peer tutoring are lacking. Determining teachers’ knowledge and perceptions on this topic is important, as that knowledge and those perceptions affect their teaching practices and, therefore, student learning. This validation study was designed to evaluate questionnaire responses from mathematics teachers regarding their knowledge, perceptions and attitudes towards peer tutoring so that implications for practice and policy could be determined. A four-factor structure questionnaire was developed. Strong correlations were reported between knowledge and attitudes. Females, less experienced and public school teachers showed greater values. A conclusion is that female teachers are more sensitive than male teachers regarding students’ inclusion and active learning. [-]
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European Journal of Teacher Education, 2020, 1-20Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess
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