scholarly journals Promoting Writing in Mathematics: Prospective Teachers’ Experiences and Perspectives on the Process of Writing When Doing Mathematics as Problem Solving

2013 ◽  
Vol 3 (4) ◽  
pp. 41-59
Author(s):  
Ana Kuzle
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Problem Solving ◽  
Prospective Teachers ◽  
Positive Attitude ◽  
Mathematics Classroom ◽  
Education Programme ◽  
Writing In Mathematics ◽  
Metacognitive Processes ◽  
Teachers Experiences

Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a study aimed at addressing this gap. In a problem-solving seminar, preservice teachers had an opportunity to experience writing in mathematics and report how this affected their problem-solving processes and shaped their attitudes towards incorporating writing in their classrooms. In order to provide a more detailed description of the phenomenon, four participants were chosen based on their beliefs about mathematics. All  of the participants struggled with writing their explanations. Those who used writing as a method to support metacognitive processes while exploring mathematics tended to respond positively to the writing process. The others used writing merely as a method to produce a formal document to be evaluated by the instructor. Consequently, those who viewed writing and doing mathematics as an intertwined process expressed a positive attitude towards using writing in their mathematics classroom. This was, unfortunately, not the case when writing and doing mathematics were seen as two separate processes. Implications for teacher education programmes are presented at the end of the report.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Implementing Narrative-Pedagogical Approaches in a Teacher Education Classroom

2019 ◽  
Author(s):  
Pauline Goh
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Educators ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Narrative Pedagogy ◽  
Educational Stakeholders ◽  
Conventional Teaching ◽  
Teachers Experiences ◽  
The Rich

Preservice teachers can no longer be prepared using conventional teaching approaches as these are inadequate to equip them with the necessary knowledge and skills they require to perform the tasks of teaching effectively. Teacher educators need to use new pedagogies, and narrative pedagogy is seen as a teaching method which can better prepare preservice teachers for the challenging classrooms of today. My study explored nine preservice teachers’ experiences after the enactment of a narrative pedagogical approach in one of their courses within their teacher education program. I used Ricoeur’s framework of the prefigured and configured arena of education to analyse the rich interview and reflective data which emerged. Three themes for the prefigured arena emerged: (a) feeling the sense of responsibility, (b) feeling anxious, and (c) feeling the lack of experience and confidence. Similarly, three themes were found for the configured arena: (a) learning through emotions, (b) learning through insights, and (c) learning through discussion. The preservice teachers have interpreted and discussed “lived” stories and this has shifted the way they think about teaching. The results do offer teacher educators and educational stakeholders a stepping-stone to further pedagogical insight into using narrative pedagogy in teacher education.

Teacher Education: Helping Preservice Teachers Develop an Awareness of Curricular Issues

1984 ◽  
Vol 31 (9) ◽  
pp. 6-8
Author(s):  
Phares G. O'Daffer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Problem Solving ◽  
Units Of Measurement

A teacher refuses to allow calculators in the classroom because “the children won't learn their facts and computational skills.” Another teacher elects not to read anything about computers, since “we don't have one in our classroom anyway.” A third teacher skips the text's chapters on geometry, since “I don't see any real use for it.” A fourth teacher “doesn't see why people think problem solving is so important” and calls it a passing fad. Another teacher wants a book that doesn't teach fract ions because “we are in a metric age, and decimals are all that are needed.” At the same time, another teacher wants a book that teaches only the customary units of measurement, since “the metric system didn't catch on.”

scholarly journals Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

2017 ◽  
Vol II (I) ◽  
pp. 448-466
Author(s):  
Ambreen Siddique ◽  
Muhammad Anwer ◽  
Huma Lodhi
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Teaching Profession ◽  
Teacher Competencies ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Teacher Training Programs

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers.

scholarly journals Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book

2018 ◽  
Vol 11 (2) ◽  
pp. 211-222 ◽  
Author(s):  
Limin Jao
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
Secondary Mathematics ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Writing Task

This paper describes a mathematics task inspired by a children’s storybook, The Important Book by Margaret Wise Brown, and how secondary mathematics preservice teachers’ (PSTs’) experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs’ development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.

scholarly journals MULTICULTURAL ENVIRONMENT AND PRE SERVICE TEACHER EDUCATION PROGRAMME

2016 ◽  
Vol 4 (12) ◽  
pp. 85-94
Author(s):  
Prerna Mandhyan
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Classroom Environment ◽  
Education Programme ◽  
Teacher Education Programs ◽  
Multicultural Classroom ◽  
Multicultural Environment ◽  
Pre Service Teacher Education ◽  
Different Cultures ◽  
Pre Service Teacher

Diversity in cultures has become the prominent feature of 21st century. The effect of this feature can be observed in classroom environment where the teacher has students having multicultural backgrounds. Therefore, there is need to train prospective teachers for teaching in diverse/ multicultural classroom. They are not prepared for coming in contact with different cultures than the sheltered one many of them have lived in. They are not prepared for the different needs possessed by today’s multicultural student population. In this paper, we discuss not just the problems that arise due to this issue. We also discuss ways to remedy these problems, starting with pre-service teacher education programs and ending with these prospective teachers themselves.

scholarly journals Investigating the Different Dimensions of Preservice Mathematics Teachers’ Understanding – The Case of Factorisation

2020 ◽  
Vol 45 (10) ◽  
pp. 73-94
Author(s):  
Olivia Fitzmaurice ◽  
◽  
Jacqueline Hayes ◽  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Secondary School ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Procedural Understanding ◽  
Different Dimensions ◽  
Preservice Mathematics Teachers

This paper reports on a study designed to investigate preservice teachers’ understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers’ procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin’s Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some conceptual understanding does exist, there was very limited conceptual understanding within most of the dimensions of the framework (Usiskin, 2012). We conclude the paper by considering how teacher educators can address the issues of preservice teacher knowledge and understanding of content not formally covered within their teacher education programmes.

The Iron Grip of Productivity Software within Teacher Education

2012 ◽  
pp. 170-191 ◽  
Author(s):  
Joan E. Hughes ◽  
Gloria Gonzales-Dholakia ◽  
Yu-Chi Wen ◽  
Hyo-Jin Yoon
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Knowledge Society ◽  
Subject Area ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Experiences ◽  
Learning With Technology

This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.

Strategies for Mainstreaming Education for Sustainability into the Nigerian Social Studies Teacher Education Programme

2016 ◽  
Vol 9 (3) ◽  
pp. 182
Author(s):  
Olalekan Elijah Ojedokun
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Studies ◽  
Education Programme ◽  
Education For Sustainability ◽  
Clear Cut ◽  
Learning Content ◽  
Social Studies Teacher ◽  
The Subject ◽  
Informed Citizenry

This paper supports the advocacy for a sustainable future and discusses the strategies that could be adopted in order to make Social Studies, an integrated social science subject in the Nigerian school curricula which is saddled with the responsibility of promoting informed citizenry to educate for sustainability. Issues surrounding the prospect of using Social Studies to teach the rudiments of Education for Sustainability are discussed after having examined the strength, weakness, opportunities and strength of Social Studies, especially at the level of teacher education. The study concluded that the threat to Social Studies which are enormous may need to be quickly addressed so that teacher education institutions may have clear-cut directions on how to mainstream the learning content of Education for Sustainability into the subject and consequently prepare preservice teachers that are critical and holistic in their thinking to handle a more robust holistic Social Studies in the primary and secondary schools in Nigeria.

scholarly journals TEACHER EDUCATION IN THE TIME OF COVID AND BEYOND

2021 ◽  
Vol 9 (47) ◽  
pp. 11615-11620
Author(s):  
Preetha George
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Daily Routine ◽  
Online Classes ◽  
Teacher Education Programme ◽  
Online Teacher ◽  
Feasible Solutions

The Covid-19 pandemic has shattered the lifestyle, daily routine, and especially the education system of the globe. The academic fraternity has been badly affected by this pandemic. Teacher educators across the different universities in India have been abruptly pushed into the charted online classes since India went into lockdown on March 25, 2020.The traditional teacher training practices created chaos in the online teacher preparation and practice procedures. The first part of this paper focuses on the challenges of teacher educators and prospective teachers during online teacher education programme and the second part envisages the need for an updated curriculum and a few feasible solutions to the problems highlighted.

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