Bibliotherapy: a framework for understanding pre-service primary teachers' affective responses to learning and teaching mathematics

Sue Wilson, Stephen Thornton

    Research output: Contribution to journalArticle

    Abstract

    This paper advocates bibliotherapy as a powerful tool through which teacher educators can analyze and interpret the affective responses of pre-service primary teachers. Pre-service teachers analyzed readings about school students’ learning, and reflected on andreconstructed their understanding of their own school experiences. This process facilitateda meta-affective change that enabled the pre-service teachers to reconsider their assessmentof their capacity to learn and understand mathematics. We describe this change using thestages of bibliotherapy. This change enabled the pre-service teachers to approach their future teaching of mathematics with greater enthusiasm, and empowered them to constructpositive projective identities. 
    Original languageEnglish
    Pages (from-to)45-60
    Number of pages16
    JournalSoutheast Asian Mathematics Education Journal
    Volume2
    Issue number2
    Publication statusPublished - 2012

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