Australian Primary Mathematics Teacher Preparation: On-Campus or Online? Who? Why? So What?

Autor/in	Norton, Stephen
Titel	Australian Primary Mathematics Teacher Preparation: On-Campus or Online? Who? Why? So What?
Quelle	In: Mathematics Teacher Education and Development, 22 (2020) 1, S.91-114 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Foreign Countries; Elementary School Teachers; Mathematics Teachers; Preservice Teacher Education; Electronic Learning; Blended Learning; Delivery Systems; Pedagogical Content Knowledge; Preservice Teachers; Graduate Students; Student Satisfaction; Academic Achievement; Teacher Education Curriculum; Mathematics Curriculum; Student Motivation; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehramtsstudiengang; Lehrerausbildung; Auslieferung; Pädagogische Kompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulleistung; Schulische Motivation; Schülerverhalten; Australien
Abstract	Australian universities providing mathematics teacher preparation are increasingly offering their courses online or in limited face-to-face mixed mode delivery. There are limited empirical data on why pre-service teachers make delivery mode choices and how these impact on academic standards and student satisfaction ratings. This paper reports on what motivated pre-service teachers to choose either online or mixed mode delivery that includes a face-to-face component; whether at the end of two mathematics curriculum courses their mathematical content knowledge and mathematical pedagogical content knowledge differed according to delivery mode; and whether their satisfaction ratings differed. Masters of Primary Education pre-service teachers undertook two mathematics curriculum courses (n = 189 and n = 153) with roughly half of the students enrolling online in each curriculum course. The course delivery was informed by cognitive load and transactional distance theory and aimed to develop pre-service teachers' relevant mathematics content and pedagogical content knowledge. Pre-service teachers were surveyed at the commencement of their study to determine what motivated them to choose a delivery format and to document prior mathematics courses completed. Their academic results at the end of each course indicated that online pre-service teachers made greater academic gains. It is suggested that this could be attributed to the academic capital they brought to the courses. Both cohorts rated the support highly, suggesting their learning needs were being met. The findings have implications for the design of mathematics pre-service teaching courses online and in mixed mode. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01