scholarly journals The Impact of Teaching Practice on Female Students’ Preparation for Mathematics Teacher Education Programme in Delta State University, Abraka, Nigeria

2021 ◽  
Vol 20 (12) ◽  
pp. 35-48
Author(s):  
Sunday Bomboi IJEH ◽  
Onoriode Collins POTOKRI
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Teaching Practice ◽  
Mathematics Teacher Education ◽  
Education Programme ◽  
Female Students ◽  
State University ◽  
Teacher Education Programme ◽  
The Impact ◽  
Delta State University

This small sample study was conducted to investigate the impact of teaching practice on female students’ preparation for mathematics teacher education programme. The design adopted was a descriptive survey research design. A sample of 30 female students was selected from 50 students who have participated in teaching practice programme for the degree programme at Delta State University, Abraka, Nigeria. Data were collected through closed-ended and open-ended questionnaires administered to the sampled students, and teaching practice supervisors, co-coordinators, and heads of Departments from the school where the students did their teaching practice respectively. The data were analysed using descriptive statistics and by categorising the responses of the participants according to the theme of the study. The findings include, amongst others that teaching practice beyond enhancing the students’ preparation for mathematics education programme, it helps female students to develop more interest and confidence in studying and teaching mathematics. Following the findings, recommendations for mathematics teacher education programme were made. It was recommended amongst others, that there is need to continue to use teaching practice programme to prepare pre-service teachers in mathematics education.

scholarly journals An Application of Flipped Classroom in Mathematics Teacher Education Programme

2019 ◽  
Vol 13 (03) ◽  
pp. 68 ◽  
Author(s):  
Khoerul Umam ◽  
Toto Nusantara ◽  
I Nengah Parta ◽  
Erry Hidayanto ◽  
Herri Mulyono
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Education Programme ◽  
Independent Learning ◽  
Teacher Education Programme ◽  
Multiple Data ◽  
Improved Learning

<span lang="EN-GB">A body of literature has suggested the benefits of flipped classrooms in mathematics learning at university. However, there is still a lack of evidence regarding the benefits in the context of mathematics teacher education programme. This study aimed to examine the effectiveness of a flipped classroom application in a mathematics teacher education programme at a private university in Indonesia. A total of thirty-one pre-service teachers participated in the study. Multiple data collection methods were employed including observation, written journals and tests. The data were then analysed both quantitatively and qualitatively. The findings showed that flipped classroom promotes independent learning, with the type of classroom encouraging students to work together with other peers and improved learning awareness. However, some challenges were highlighted in flipped classroom application such as technical issues, editing recording skills, and it was time consuming. Recommendations are offered in reference with the findings. </span>

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.

Encouraging Teachers to Make Use of Multiplicative Structure

2018 ◽  
Vol 7 (1) ◽  
pp. 60-85
Author(s):  
Ziv Feldman ◽  
Matt B. Roscoe
Keyword(s):  
Teacher Education ◽  
Elementary School Teachers ◽  
Mathematics Teacher ◽  
Procedural Knowledge ◽  
Mathematics Teacher Education ◽  
School Teachers ◽  
Multiplicative Structure ◽  
Prime Factorization ◽  
Divisibility Properties ◽  
The Impact

The literature has shown that preservice elementary school teachers (PSTs) struggle to adequately attend to a number's multiplicative structure to determine divisibility. This study describes an intervention aimed at strengthening preservice and in-service teachers' procedural knowledge with respect to using a number's prime factorization to identify its factors, and presents evidence of the impact of the intervention. Results point toward improved abilities to use a number's prime factorization to sort factors and nonfactors across four factor subtypes, to create factor lists, and to construct numbers with particular divisibility properties. Implications for mathematics teacher education include providing speci_ c materials and strategies for strengthening preservice and in-service teachers' procedural knowledge.

Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

2017 ◽  
Vol 87 (2) ◽  
pp. 225-250 ◽  
Author(s):  
Amanda Jansen ◽  
Dawn Berk ◽  
Erin Meikle
Keyword(s):  
Teacher Education ◽  
Instructional Practices ◽  
Education Program ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teaching Mathematics ◽  
Mathematical Explanations ◽  
The Impact

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices—use of story problems and pressing students for mathematical explanations—in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.

scholarly journals Using smartphones and tablets in higher education contexts: an exploratory study within a teacher education programme

2016 ◽  
Vol 8 (1) ◽  
pp. 4-13
Author(s):  
Davide Parmigiani ◽  
Marta Giusto
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Education Programme ◽  
Exploratory Research ◽  
Teacher Education Programme ◽  
The One ◽  
Search For Information ◽  
The Impact

Abstract This study aimed to analyse and explore the potential opportunities offered by mobile devices to improve the higher education scenario. In particular, the study was conducted within a teacher education programme. The students attended a course called Educational Technology, which focussed on the use of mobile devices (smartphones and tablets) inside and outside the classroom. We examined the impact of mobile learning on students’ university activities and the changes in the organisation of their studying activity, their learning strategies and their interaction/cooperation levels. After the course, we administered a questionnaire that highlighted some findings concerning the differences between smartphones and tablets in supporting these aspects. We found that both types of devices improved the interaction/collaboration among students and the search for information, which was useful for studying. However, the organisation of studying and the learning strategies were supported only by tablets and for specific aspects of learning. This exploratory research suggests, on the one hand, some possible solutions to improve the quality of university activities, and on the other, it underlines some difficulties that will be analysed more thoroughly in further studies.

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