The Comparison of Preschool Teacher and Teacher Candidates’ Beliefs Regarding Mathematical Development

Abstract

. In this study, it was aimed to determine the similarities and differences between preschool teachers and teacher candidates’ beliefs regarding of mathematical development. In this study, screening model was used which is one of the descriptive study models. As a data collecting tool, Mathematical Development Beliefs Scale (MDBS) was used which is developed by Platas (2015) and it is translated into Turkish. The sample of the study consisted of 200 teacher candidates and 200 teachers. Descriptive statistics were used in the analyzes such as personal information and beliefs of preschool teachers and teacher candidates. Bilateral comparisons of the beliefs of teacher and teacher candidates were analyzed through Mann Whitney U Test. Kruskal Wallis H Test was used to determine whether
teachers' beliefs about mathematical development differ according to age, type of school they study, educational status, professional experience and whether teacher candidates' beliefs about mathematical development differ according to class level. As a result of the research, found that there is a statistically significant difference between the teachers' and teacher candidates' beliefs about mathematical development and the teacher candidates' beliefs about the subdimensions of the scale (Mathematical Development as Primary Goals of Preschool Education, Confidence in Mathematics Instruction and Age-Appropriateness of Mathematics Instruction) were higher than the teachers' beliefs. Teachers' beliefs about mathematical development were found to be slightly below the medium level in general; however, it was found that pre-service teachers' beliefs about mathematical development were above the middle level. However, it was found that teachers' beliefs did not show a significant difference according to their age, type of school
they study, educational status and professional experience period, it was found that teacher candidates’ beliefs differed
significantly according to their class level.