Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring
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Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
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https://doi.org/10.1080/02619768.2020.1803271 |
Metadata
Title
Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoringDate
2020-07-08Publisher
Taylor & FrancisISSN
0261-9768Bibliographic citation
MOLINER, Lidon; ALEGRE, Francisco. Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. European Journal of Teacher Education, 2020, 1-20Type
info:eu-repo/semantics/articlePublisher version
https://www.tandfonline.com/doi/abs/10.1080/02619768.2020.1803271Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
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, 1-20Rights
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess
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