Understanding inspirational teaching in mathematics through prospective teachers’ perception and experience.
Saved in:
| 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] |
| Copyright of Waikato Journal of Education (2382-0373) is the property of Waikato Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 188659939 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Understanding inspirational teaching in mathematics through prospective teachers’ perception and experience. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Simamora%2C+Rustam+Effendy%22">Simamora, Rustam Effendy</searchLink><relatesTo>1</relatesTo><i> erustam@borneo.ac.id</i><br /><searchLink fieldCode="AR" term="%22Abrori%2C+Fadhlan+Muchlas%22">Abrori, Fadhlan Muchlas</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Waikato+Journal+of+Education+%282382-0373%29%22">Waikato Journal of Education (2382-0373)</searchLink>. 2025, Vol. 29 Issue 1, p40-59. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+inquiry+%28Research+method%29%22">Narrative inquiry (Research method)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Waikato Journal of Education (2382-0373) is the property of Waikato Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188659939 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.15663/wje.a1134 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 40 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Narrative inquiry (Research method) Type: general Titles: – TitleFull: Understanding inspirational teaching in mathematics through prospective teachers’ perception and experience. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Simamora, Rustam Effendy – PersonEntity: Name: NameFull: Abrori, Fadhlan Muchlas IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 11736135 Numbering: – Type: volume Value: 29 – Type: issue Value: 1 Titles: – TitleFull: Waikato Journal of Education (2382-0373) Type: main |
| ResultId | 1 |
