Understanding inspirational teaching in mathematics through prospective teachers’ perception and experience.

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Title:	Understanding inspirational teaching in mathematics through prospective teachers’ perception and experience.
Authors:	Simamora, Rustam Effendy¹ erustam@borneo.ac.id, Abrori, Fadhlan Muchlas¹
Source:	Waikato Journal of Education (2382-0373). 2025, Vol. 29 Issue 1, p40-59. 20p.
Subject Terms:	Mathematics education, Teacher educators, Effective teaching, Classroom environment, Motivation (Psychology), Teacher education, *Student teachers, Narrative inquiry (Research method)
Abstract:	Understanding how mathematics teacher educators (MTEs) inspire prospective mathematics teachers (PMTs) is essential for advancing mathematics pedagogy and developing future mathematics. This study explored the qualities of inspiring MTEs, the nature of their classroom environments and teaching practices, and the impact of their teaching on PMTs’ development. Through a case study approach combined with narrative inquiry, data were gathered via two rounds of semi-structured interviews with 20 undergraduate PMTs. Narrative analysis revealed that inspiring MTEs embody a blend of personal and professional qualities—knowledgeability, self-discipline, friendliness, authoritativeness, graciousness, enthusiasm, humour, and humility—which underpin a supportive and engaging learning environment. Their teaching practices featured clear, insightful explanations; a balance of challenge and support; and encouragement of self-discipline, independent learning, and creative mathematical thinking. These experiences fostered not only academic growth but also shaped PMTs’ beliefs, attitudes, and aspirations as future educators. The findings highlight the need for teacher education programmes to intentionally cultivate such qualities and practices in MTEs to prepare mathematics teachers who can inspire and empower their students. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Understanding how mathematics teacher educators (MTEs) inspire prospective mathematics teachers (PMTs) is essential for advancing mathematics pedagogy and developing future mathematics. This study explored the qualities of inspiring MTEs, the nature of their classroom environments and teaching practices, and the impact of their teaching on PMTs’ development. Through a case study approach combined with narrative inquiry, data were gathered via two rounds of semi-structured interviews with 20 undergraduate PMTs. Narrative analysis revealed that inspiring MTEs embody a blend of personal and professional qualities—knowledgeability, self-discipline, friendliness, authoritativeness, graciousness, enthusiasm, humour, and humility—which underpin a supportive and engaging learning environment. Their teaching practices featured clear, insightful explanations; a balance of challenge and support; and encouragement of self-discipline, independent learning, and creative mathematical thinking. These experiences fostered not only academic growth but also shaped PMTs’ beliefs, attitudes, and aspirations as future educators. The findings highlight the need for teacher education programmes to intentionally cultivate such qualities and practices in MTEs to prepare mathematics teachers who can inspire and empower their students. [ABSTRACT FROM AUTHOR]
ISSN:	11736135
DOI:	10.15663/wje.a1134