“You have to know that! Shame on you!” Pre-service primary teachers’ shame experiences in mathematics during teacher education
Résumé
Empirical studies have shown that shame is a significant emotion, influencing pre-service teachers' competence and identity development in mathematics. In our study, 84 pre-service teachers with a Bachelor degree participated, and 37 of them reported shame experiences in mathematics. Based on a qualitative content analysis, these 37 reports from pre-service primary teachers in Germany were scrutinised regarding their experiences of shame in undergraduate mathematics courses. Characteristics such as person(s) involved, mathematical content domains, and teaching-learning formats, found in a former study, were examined. Furthermore, aspects triggering low control, such as low mathematical understanding, and high value, for example social exposure, were revealed as additional characteristics of shame-inducing situations. The paper concludes by discussing ways for
mathematics teacher educators to deal with pre-service teachers' shame experiences.
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