scholarly journals Prospective mathematics teachers’ development of noticing in an online teacher education program

ZDM ◽  
2020 ◽  
Vol 52 (5) ◽  
pp. 959-972 ◽  
Author(s):  
Ceneida Fernández ◽  
Salvador Llinares ◽  
Yoilyn Rojas
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Prospective Mathematics Teachers

scholarly journals Negotiating Identity Within Diverse Educational Ideologies

2021 ◽  
Vol 10 (2) ◽  
pp. 213
Author(s):  
Hege Marie Poulaki Mandt
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Education Program ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Negotiation Of Identity ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Educational Ideology ◽  
Prospective Mathematics Teachers

We know that teachers’ identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers’ identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers’ identities are understood in terms of the narratives they construct and tell about themselves and others. By using Interpretive Phenomenological Analysis (IPA), this study reveals that the participants either experienced a non-negotiation of identity or a negotiation of a new identity. We know that prospective mathematics schoolteacher’s identity and ideology have substantial consequences for the teaching and learning of mathematics. The educational ideology of mathematics, within the context of their teacher education program, can further shape the prospective teacher’s identity about the discipline. This study suggests greater focus on prospective mathematics teacher identities and ideologies and indicates the support they need through teacher education to be equipped for their future role as mathematics teachers.

scholarly journals Acquiring the notion of learning hypotheses in mathematics teacher education

2018 ◽  
Vol 32 (61) ◽  
pp. 459-479
Author(s):  
Pedro Gómez ◽  
María C. Cañadas ◽  
María A. Suavita
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Education Program ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Hypothetical Learning Trajectory

Abstract The notion of hypothetical learning trajectory has generated much interest among experts in mathematics education. It is proposed that this notion is a useful tool in teachers’ teaching practice and that it is necessary to prepare teachers in their capacity to formulate hypothetical learning trajectories about specific mathematics school topics. It is therefore also necessary to explore the learning processes that teachers undergo when learning this notion in their education. In this article, we introduce the notion of learning hypotheses as an adaptation of the idea of hypothetical learning trajectory (SIMON, 1995). We describe how the groups of secondary-school mathematics teachers that participated in a teacher education program understood and used this notion in order to determine the contribution of a set of tasks to a learning goal previously established. We found that the groups developed their knowledge of the notion of learning hypotheses and used it in a heterogeneous way, and that the education program was partly successful in its goal to make the groups of teachers learn and perceive the notion’s utility.

Alignment of Ethiopian Primary School Pre-Service Teacher Education Program with that Primary School Mathematics Contents/Syllabi

2021 ◽  
Vol 30 (1) ◽  
pp. 77-99
Author(s):  
Anteneh Tefera ◽  
◽  
Mulugeta Atnafu ◽  
Kassa Michael ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Primary School ◽  
Mathematics Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
School Mathematics ◽  
Experienced Teacher ◽  
Primary School Mathematics

This study is a quantitative research that examine the extent of alignment of Ethiopian teacher education program curricula with primary school mathematics contents. So, to collect the data, the study was used content analysis as instrument. The sources of data were primary school mathematics syllabi and curricula materials of college of teacher education. To do this, the study employed quantitative method to collect data from pre-service mathematics teachers. Coders were very experienced teacher educators from three different colleges of teacher education: Kotebe Metropolitan University, Hawassa college of teacher education and Arba Minch college of teacher education. Teacher educators were selected purposely based on their service year in college of teacher education and their positiveness for coding. To do the content analysis, the main documents (primary school mathematics syllabi) were coded or broken down in to manageable categories on a variety of theme and then examined using appropriate content analysis theoretical model. The result of the study portrayed that the curricula materials of generalist have low level of alignment with the primary school mathematics contents whereas those of specialist and linear curricula were align with the mathematical contents of primary school curricula in moderate level. As it was indicated in the findings of the study, the college curricula materials are not fully aligned with the contents of primary school mathematics. There are school mathematical contents which are not included in curricula of teacher education. Thus, it is recommended that appropriate program should be designed which create an opportunity for preservice mathematics teachers to access school contents either during practicum sessions or should include in the curricula materials of teacher education.

Professional Dispositions of Graduate Pre-service Mathematics Teachers among Three College of Teacher Education in Ethiopia

2021 ◽  
Vol 30 (3) ◽  
pp. 271-294
Author(s):  
Anteneh Tefera ◽  
◽  
Mulugeta Atnafu ◽  
Kassa Michael ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Mathematics Teachers ◽  
Education Program ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Teaching Mathematics ◽  
Research Approach ◽  
And Mathematics

The general objective of this study was to examine the professional disposition (attitude and self-efficacy) of pre-service teachers hold at the end of teacher education programs in terms of gender and modality. To do this, we used a quantitative research approach. The source of data was 3rd-year mathematics pre-service teachers who have graduated in the 2018/19 academic year. The study used self-reported questionnaires. Thus, 536 (309 male and 227 female) third-year pre-service mathematics teachers from the three sampled institutions (Kotebe metropolitan university, Hawassa college of teacher education, and Arba Minch college of teacher education) and trained under three modalities (generalist, specialist, or linear) have participated. The result showed that the ongoing teacher education program helps them to have a strong attitude and self-efficacy towards mathematics and mathematics teaching without gender difference. However, variations were observed in attitudes and self-efficacy across modalities. In general, it can be concluded that the teacher education program helps pre-service mathematics teachers to develop a strong attitude and self-efficacy towards mathematics and teaching mathematics. Therefore, it is recommended that further qualitative and detailed analysis should be conducted in order to find which part of the education system or educational inputs help pre-service mathematics teachers in colleges of teacher education to develop positive attitude and self-efficacy towards mathematics and teaching mathematics and should be shared to other universities and colleges.

Scaffolding Digital Writing and Storytelling in Online-Only Teacher Education Courses

2017 ◽  
pp. 104-127 ◽  
Author(s):  
Peggy Semingson ◽  
Amanda Hurlbut ◽  
Dana Owens ◽  
Marla Robertson
Keyword(s):  
Teacher Education ◽  
Online Education ◽  
Teacher Education Program ◽  
Digital Writing ◽  
Writing Assignments ◽  
Writing Practices ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Writing Pedagogies ◽  
Education Courses

Higher education is seeing increasing trends towards online education (Allen & Seaman, 2010). This chapter provides a framework for the inclusion of digital writing with online teacher education courses. As writing instruction and writing pedagogy moves from print-based literacy practices towards multimodal and paperless/digital writing practices (Mills, 2010), teacher educators must stay current and informed about methods that are best suited towards digital writing pedagogies. We provide four practical examples that showcase ways to support online learners with digital writing; these examples are shared through brief vignettes from four university faculty within a large teacher education program where online learning predominates. Specific support tools such as clear instructions, rubrics, procedural checklists, descriptions of digital writing assignments, and connections to theory and scholarship provide a starting place for those interested in including digital writing within teacher education courses, particularly online teacher education courses.

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