scholarly journals A Comparison of Professional Identity of Pre-service Mathematics Teachers in Pedagogical Formation Program and Undergraduate Teacher Education Program

2016 ◽  
Vol 7 (1) ◽  
pp. 188 ◽  
Author(s):  
Hande Gülbağcı Dede ◽  
Hatice Akkoç
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Mathematics Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Undergraduate Teacher Education

scholarly journals Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fariba Haghighi Irani ◽  
Azizeh Chalak ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Critical Role ◽  
Assessment Tools ◽  
Problem Solving Skills

Abstract The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

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.

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