Pre-service teachers’ views about their mathematics teacher education modules
Date
2012-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS Publishing
Abstract
This article reports on the views of intermediate and senior phase pre-service teachers (PSTs) enrolled in mathematics education modules that attempt to teach both content and pedagogy. The PSTs are students in a four-year Bachelor of Education (BEd) model located in a faculty of education. Findings were analysed by means of an analytic framework that takes into account the university–school divide. Findings indicate that the PSTs position themselves in different ways with regard to their preparation for school mathematics teaching. Implications are considered, especially the PSTs’ affective views such as their anxiety and apprehension related to the discursive differences between the content in the university modules and school mathematics.
Description
CITATION: Gierdien, F. 2012. Preservice teachers’ views about their mathematics teacher education modules. Pythagoras, 33(1): 1-10, doi: 10.4102/pythagoras.v33i1.134.
The original publication is available at http://www.pythagoras.org.za
The original publication is available at http://www.pythagoras.org.za
Keywords
Effective teaching, Mathematics teachers -- Training of, Mathematics -- Study and teaching (Higher), Mathematics -- Study and teaching (Secondary)
Citation
Gierdien, F. 2012. Preservice teachers’ views about their mathematics teacher education modules. Pythagoras, 33(1): 1-10, doi: 10.4102/pythagoras.v33i1.134