Pre-Service Mathematics Teachers’ Self-Perceptions of Readiness to Teach Secondary School Mathematics

Gregory Hine, Thuan Thai


It has been argued that pre-service mathematics teachers (PSMTs) must possess a substantial level of both mathematical content knowledge (MCK) and mathematical pedagogical knowledge in order to effectively teach mathematics. Therefore, studies have often evaluated teachers' classroom readiness against these factors. However, to date, only a few studies have sought PSMTs' perceptions of their own readiness to teach secondary mathematics. Specifically, PSMTs' self-perceptions of classroom readiness were explored in terms of MCK, pedagogical content knowledge (PCK), and mathematical knowledge for teaching (MKT). The study was conducted at an Australian university with campuses in different states, and involved PSMTs in both undergraduate and postgraduate programs. Our findings indicate that the majority of participants feel adeqautely prepared to teach lower secondary school mathematics. However, further training is required to develop both their MCK and PCK to confidently teach senior secondary school mathematics.




MCK; PCK; MKT; pre-service mathematics teachers; secondary mathematics


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