Exploring Preservice Mathematics Teachers’ Perception of Mathematics Teacher through Communities of Practice

Hatice Akkoc, Mehmet Ali Balkanlioglu, Sibel Yesildere-Imrie

Abstract


This paper aims to analyze the induction experiences of preservice mathematics teachers during their school placements through the lens of communities of practice. The main research question was concerned with how preservice mathematics teachers perceive what constitutes the practice of a professional community of mathematics teachers. A qualitative cross-sectional study was designed. Data collection consisted of face-to-face interviews and journals written by participants. Findings indicated that participants had valuable observations with regard to professional relationships among mathematics teachers such as openness to exchange of ideas and collaboration. Data also revealed how preservice teachers align themselves with norms and values of university and school cultures. In most cases, preservice teachers endorsed norms of teacher education programs e.g. they were critical about the traditional methods and the way technology were used in the partnership school. Their beliefs about the importance of confidence, strong subject knowledge and formative assessment are reinforced as a result of their observations in the partnership school.

Keywords


preservice mathematics teachers; initial teacher training; communities of practice; perception of mathematics teacher; professional community of teachers

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References


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