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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 0000-0002-4257-5537)
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
FullText Text:
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  Data: Pre-Service Teachers Manifested Mathematics Pedagogical Content Knowledge: The Role of the Teaching Practicum
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Microteaching%22">Microteaching</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink>
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  Data: 2468-1989<br />2468-4929
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  Data: 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.
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  Data: EJ1462887
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Microteaching
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Practicums
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Error Patterns
        Type: general
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      – TitleFull: Pre-Service Teachers Manifested Mathematics Pedagogical Content Knowledge: The Role of the Teaching Practicum
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              Y: 2025
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