Preparedness of Female Mathematics Preservice Teachers in Saudi Arabia

Autor/inn/en	Alsaleh, Fatimah; Anthony, Glenda; Hunter, Jodie
Titel	Preparedness of Female Mathematics Preservice Teachers in Saudi Arabia
Quelle	In: Mathematics Teacher Education and Development, 21 (2019) 2, S.24-41 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Mathematics Teachers; Females; Self Efficacy; Secondary School Teachers; Student Attitudes; Teacher Education Programs; Teaching Methods; Classroom Techniques; Lesson Plans; Technology Integration; Teacher Effectiveness; Pedagogical Content Knowledge; Foreign Countries; Teacher Student Relationship; Career Readiness; Saudi Arabia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Lesson planning; Unterrichtsplanung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Saudi-Arabien
Abstract	Recently, calls have been made to improve student learning outcomes through focusing on teacher quality. Initial teacher education is considered to be one of the most important factors to enhance teacher quality and is closely linked with feelings of teaching efficacy in beginner teachers. Based on a study examining female Saudi preservice teachers' (PSTs) sense of preparedness to teach mathematics at secondary or intermediate school level, this paper explores how well Saudi PSTs feel prepared to teach mathematics and their related teacher efficacy by examining interviews with a sample of PSTs, who were in the final year of their 4-year teacher education program. The findings show that these PSTs felt prepared regarding teaching methods and strategies but felt less prepared about other aspects of teaching, such as classroom management, lesson preparation, and integration of technology. The findings from this study contribute to the current efforts towards improving teacher quality worldwide, including initial teacher education in Saudi Arabia. (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	2020/1/01