Affiliation:
1. Faculty of Education, University of Fort Hare, Alice 5700, South Africa
Abstract
While the pre-service teacher education (PSTE) programme holds global significance, there is a lack of evidence regarding its impact on the teaching practices of mathematics student teachers. Therefore, this study examines the impact of PSTE programmes on mathematics student teachers’ teaching practices during school experiences. Grounded in a post-positivist paradigm, the study employs a mixed-methods research approach and a sequential explanatory mixed-methods design to gather data through questionnaires and semi-structured interviews. The research findings indicate that PSTE programmes have a significant impact on mathematics student teachers’ ability to teach mathematical content that aligns with curriculum standards, enhances their subject knowledge, and increases their confidence. However, the programmes have minimal influence on their ability to implement differentiated instruction during their teaching practices. Based on these findings, the study concludes that although mathematics student teachers may lack the necessary skills to implement differentiated instruction, high-quality teacher education programmes can build their confidence and enable them to effectively manage their classrooms and adapt teaching practices to meet diverse learner needs. Therefore, the study suggests that stakeholders involved in PSTE programmes should provide continuous guidance and constructive feedback to help student teachers overcome challenges and improve their teaching practices. This support system is crucial for the success of the PSTE programme and has a direct impact on the quality of mathematics instruction in schools.
Reference57 articles.
1. Department of Higher Education and Training (DHET) (2011). Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011–2025.
2. Department of Higher Education and Training (2011). The Minimum Requirements for Teacher Education Qualifications.
3. Student Teachers’ Experiences of Teaching Practice at Open and Distance Learning Institution in South Africa;Mokoena;Turk. Online J. Distance Educ.,2017
4. Study of the impact of training of novice Teachers in the context of transformative learning in Punjab, Pakistan;Azhar;Adv. Educ.,2017
5. The challenges faced by pre-service mathematics teachers during their teaching practice in the UAE: Implications for teacher education programs;Jarrah;Int. J. Learn. Teach. Educ. Res.,2020