THE ROLE OF BELIEFS ON FUTURE TEACHER’S PROFESSIONAL KNOWLEDGE

Abstract: In this paper qualitative results of a complimentary case study embedded in a large-scale study on future mathematics teachers ’ professional knowledge will be presented. Referring to the classification system discussed within the didactical scientific community we study the beliefs of future mathematics teachers about mathematics and the teaching and learning of mathematics as well as concerning future teachers ’ professional development. Based on interviews, the beliefs of two selected future teachers are contrasted. From this, the central role of education of pedagogical content knowledge on the development of beliefs during teacher education becomes evident. “Doppelte Diskontinuität ” – Double Discontinuit