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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
Language: English
Authors: Rustam Effendy Simamora, Fadhlan Muchlas Abrori
Source: Waikato Journal of Education. 2025 29(1):40-59.
Availability: Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Education, Mathematics Teachers, Teacher Educators, Preservice Teacher Education, Teacher Influence, Classroom Environment, Teaching Methods, Teacher Characteristics, Teacher Competencies, Foreign Countries
Geographic Terms: Indonesia
ISSN: 1173-6135
2382-0373
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490151
Database: ERIC
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  Data: Understanding Inspirational Teaching in Mathematics through Prospective Teachers' Perception and Experience
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  Data: <searchLink fieldCode="AR" term="%22Rustam+Effendy+Simamora%22">Rustam Effendy Simamora</searchLink><br /><searchLink fieldCode="AR" term="%22Fadhlan+Muchlas+Abrori%22">Fadhlan Muchlas Abrori</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Waikato+Journal+of+Education%22"><i>Waikato Journal of Education</i></searchLink>. 2025 29(1):40-59.
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  Data: Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  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.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 40
    Subjects:
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: Understanding Inspirational Teaching in Mathematics through Prospective Teachers' Perception and Experience
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            NameFull: Fadhlan Muchlas Abrori
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              Y: 2025
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