Perceptions on the Role of a Pre-Service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland

Autor/inn/en	Chigeza, Philemon; Jackson, Cliff; Neilson, Aaron
Titel	Perceptions on the Role of a Pre-Service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 11, S.135-149, Artikel 9 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Elementary School Teachers; Preservice Teachers; Mathematics Education; Ethnography; Teacher Education Programs; Teaching Methods; College School Cooperation; Foreign Countries; Program Design; Educational Change; Student Attitudes; Teacher Role; Teacher Educators; Teacher Attitudes; Personal Narratives; Australia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematische Bildung; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Programme design; Programmaufbau; Programmplanung; Bildungsreform; Schülerverhalten; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Erlebniserzählung; Australien
Abstract	This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic analysis include: need for critical reflection in using a single teaching approach; need to bridge different priorities existing between schools and university; and optimism to change the approaches to assist students. The paper then discusses possible modifications to the practice of teaching and learning in the mathematics education subjects. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01