Mathematics teacher educators’ beliefs about teacher role

Abstract

Abstract The aim of this study is to examine the mathematics teacher educators’ beliefs about teacher role in teaching mathematics. Case study is preferred as research method. An interview form devised by the researcher, composed of open-ended and scenario type questions was used as the data collecting tool. Interviews taking average 60 minutes were carried out with five academicians from Karadeniz Technical University (KTU) Fatih Faculty of Education in spring term of 2006-2007 academic year. By using Magolda's Epistemological Reflection Model, the data obtained were analyzed. It was found that the participants’ beliefs about teacher role fairly comply with the philosophical notion of the new mathematics curriculum in Turkey. We believe that by conducting similar studies with larger samples, it might be possible to get additional perspectives on and contribute to teacher training researches.