Pre-Service Mathematics Teachers' Self-Perceptions of Readiness to Teach Secondary School Mathematics

Autor/inn/en	Hine, Gregory; Thai, Thuan
Titel	Pre-Service Mathematics Teachers' Self-Perceptions of Readiness to Teach Secondary School Mathematics
Quelle	In: Mathematics Teacher Education and Development, 21 (2019) 2, S.64-86 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Mathematics Teachers; Self Efficacy; Secondary School Mathematics; Career Readiness; Pedagogical Content Knowledge; Instructional Program Divisions; Foreign Countries; Student Attitudes; Teacher Effectiveness; Practicums; Attitude Change; Teacher Education; Australia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Ausland; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Practicum; Praktikum; Praktika; Attitudinal change; Einstellungsänderung; Lehrerausbildung; Lehrerbildung; Australien
Abstract	It has been argued that pre-service mathematics teachers (PSMTs) must possess a substantial level of both mathematical content knowledge and mathematical pedagogical knowledge to teach mathematics effectively. Therefore, studies have often evaluated teachers' classroom readiness against these factors. However, to-date, only a few studies have sought PSMTs' perceptions of their own readiness to teach. In this study, we evaluated PSMTs' self-perceptions of readiness to teach secondary mathematics. Specifically, PSMTs' self-perceptions of classroom readiness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. The study was conducted at an Australian university with campuses in different states, and includes PSMTs in both undergraduate and postgraduate programmes. Our results indicate that the majority of participants feel adequately prepared to teach lower secondary school mathematics. However, further training is required to develop both their content and pedagogical knowledge to confidently teach upper secondary mathematics. (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