The Preparation of Secondary School Mathematics Teachers in South Africa: Prospective Teachers' Student Level Disciplinary Content Knowledge

Autor/in	Alex, Jogymol Kalariparampil
Titel	The Preparation of Secondary School Mathematics Teachers in South Africa: Prospective Teachers' Student Level Disciplinary Content Knowledge
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 12, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Preservice Teachers; Secondary School Teachers; Mathematics Teachers; Foreign Countries; Preservice Teacher Education; Knowledge Base for Teaching; Knowledge Level; Pretests Posttests; Money Management; Probability; Geometry; Trigonometry; South Africa + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Geometrie; Trigonometrie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teachers' content knowledge impacts on what they teach, how they teach and what their students learn. In order to check whether the prospective teachers in a rural South African university know the mathematics content they are expected to teach in the schools, at least at the same depth as their future students expected to attain, the research on the Student-Level Disciplinary Content Knowledge (SLDCK) of a sample of 40 Bachelor of Education (Mathematics) students was conducted. The theoretical framework rests on theories on subject content knowledge of pre-service teachers. The data were generated from the performance of the prospective teachers in two tests on the selected topics in the South African senior secondary school mathematics curriculum and also from document analysis. It was found that the prospective teachers had only limited SLDCK on the topics that they were meant to teach in the schools. An in-depth analysis of the course modules offered at the university also revealed that the prospective teachers' limited SLDCK was due to the curriculum constraints of the university. Effective teaching measures to close the gap in the SLDCK and changes in the teacher training curriculum of the university are recommended to enhance the preparation of prospective teachers of the country. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01