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

Gregory Hine, Thuan Thai

Abstract


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.

 

 


Keywords


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

References


AITSL (Australian Institute for Teaching and School Leadership) (2015). Accreditation of initial teacher education programs in Australia: Standards and procedures. Melbourne: AITSL. https://www.aitsl.edu.au/docs/default-source/initial-teacher-education-resources/accreditation-of-ite-programs-in-australia.pdf Accessed: March 29, 2018.

Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136-151.

Author.

Author.

Ball, D.L., Hill, H., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14-46.

Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it so special? Journal of Teacher Education, 59(5), 389-407.

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A.,...Tsai, Y. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180.

Cavanagh, M. S. & Garvey, T. (2012). A professional experience learning community for pre-service secondary mathematics teachers. Australian Journal of Teacher Education, 37(12), 57-74.

http://dx.doi.org/10.14221/ajte.2012v37n12.4

Campbell, P.F., Rust, A.H., Nishio, M., Neumayer DePiper, J., Smith, T.M., Jones Frank, T., Clark, L.M., ...Choi, Y. (2014). The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement. Journal for Research in Mathematics Education, 45(4), 419-459.

Cox, D.C., Chelser, J., Beisiegel, M., Kenney, R., Newton, J., & Stone, J. (2013). The status of capstone courses for pre-service secondary mathematics teachers. Issues in the Undergraduate Mathematics Preparation of School Teacher, 4, 1-10.

Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Crows Nest: Allen & Unwin.

Delaney, S., Ball, D., Hill, H.C., Schilling, S.G., & Zopf, D. (2008). Mathematical knowledge for teaching: Adapting U.S. measures for use in Ireland. Journal of Mathematics Teacher Education, 11(3), 171-197.

Eames, C. & Coll, R. K. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Billett (Ed.), Learning through practice (pp. 180-196). Dordrecht: Springer. http://dx.doi.org/10.1007/978-90-481-3939-2_10

Goos, M. E. (2006). License to thrill or live and let die? Principal Matters, Spring, 6-8.

Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahawah, N.J.: Lawrence Erlbaum Associates, Inc.

Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.

Norton, S. (2010). How deeply and how well? How ready to teach mathematics after a one-year program? Mathematics Education and Special Education, 12(1), 65-84.

Schoenfeld, A.H., & Kilpatrick, J. (2008). Toward a theory of proficiency in teaching mathematics. In D. Tirosh & T. Wood (Eds.), The international handbook of mathematics teacher education: Tools and processes in mathematics teacher education (Vol. 2, pp. 321-354). Rotterdam: Sense TICTT Publishers.

Shane, R. (2002). Context and content: What are pre-service teachers learning about teaching mathematics? In S. Goodchild & L. English (Eds.), Researching mathematics classrooms: A critical examination of methodology (pp. 119-154). Westport, Connecticut: Praeger.

Shulman, L.S. (1999). Knowledge and teaching: Foundations of the new reform. In J. Leach & B. Moon (Eds.), Learners and pedagogy (pp. 61-77). London: SAGE.

Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289-302.


Refbacks

  • There are currently no refbacks.