Pre-Service Teachers Manifested Mathematics Pedagogical Content Knowledge: The Role of the Teaching Practicum
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| Title: | Pre-Service Teachers Manifested Mathematics Pedagogical Content Knowledge: The Role of the Teaching Practicum |
|---|---|
| Language: | English |
| Authors: | Joseph Njiku (ORCID |
| Source: | Pedagogical Research. 2025 10(1). |
| Availability: | Modestum. 1 Windrush Road, DE65 5LB, Hilton, Derbyshire, UK. Tel: +44-783-473-4063; e-mail: info@modestum.org; Web site: https://www.pedagogicalresearch.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Preservice Teachers, Teacher Education Programs, Mentors, Microteaching, Mathematics Instruction, Mathematics Curriculum, Pedagogical Content Knowledge, Practicums, Student Attitudes, Secondary School Teachers, Mathematics Teachers, Teaching Experience, Teaching Methods, Error Patterns |
| ISSN: | 2468-1989 2468-4929 |
| Abstract: | Pedagogical content knowledge (PCK) begins to develop during teacher education and the teaching practicum reinforces its development. This study is an interpretive inquiry into pre-service mathematics teachers' practicum classrooms. The study explored four pre-service mathematics teachers' PCK through observations and interviews. The pre-service teachers were found teaching various mathematics topics to students at different levels of secondary education. Findings indicate that pre-service teachers demonstrated some important elements of mathematics PCK. However, they tended to focus more on procedural rather than conceptual learning, lacked knowledge of some topic-specific teaching and learning resources, and made some flaws, possibly emanating from a lack of classroom experience. The study recommends teacher education to focus more on analysis of the mathematics curriculum and opportunities for practical teaching sessions including practicum and microteaching that are supported by experienced mentors in mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462887 |
| Database: | ERIC |
| Abstract: | Pedagogical content knowledge (PCK) begins to develop during teacher education and the teaching practicum reinforces its development. This study is an interpretive inquiry into pre-service mathematics teachers' practicum classrooms. The study explored four pre-service mathematics teachers' PCK through observations and interviews. The pre-service teachers were found teaching various mathematics topics to students at different levels of secondary education. Findings indicate that pre-service teachers demonstrated some important elements of mathematics PCK. However, they tended to focus more on procedural rather than conceptual learning, lacked knowledge of some topic-specific teaching and learning resources, and made some flaws, possibly emanating from a lack of classroom experience. The study recommends teacher education to focus more on analysis of the mathematics curriculum and opportunities for practical teaching sessions including practicum and microteaching that are supported by experienced mentors in mathematics. |
|---|---|
| ISSN: | 2468-1989 2468-4929 |
