Preparedness of female mathematics preservice teachers

Fatimah Ibrahim Alsaleh, Glenda Anthony, Jodie Hunter


Recently, calls have been made to improve learning outcomes for diverse learners through focusing on teacher quality. Initial teacher education (ITE) is considered to be one of the most important factors to enhance teacher quality. Based on a study examining Saudi preservice teachers’ (PSTs’) sense of preparedness to teach mathematics at secondary or intermediate school level, this paper explores how well Saudi PSTs feel prepared to teach mathematics by examining data collected via interviews with a sample of PSTs who were in the final year of their 4-year teacher education program. The findings show that these PSTs felt prepared regarding teaching methods and strategies, but felt less prepared about other aspects of teaching such as classroom management, lesson preparation, and integration of technology. The findings from this study may help to contribute to the current efforts towards improving teacher quality worldwide, including ITE in Saudi Arabia.


Preparedness to teach; preservice teachers; mathematical knowledge for teaching; initial teacher education


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