Preservice secondary mathematics teachers’ perceptions of teacher knowledge and its sources
Document Type
Conference Proceeding
Publication Title
Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia: Weaving Mathematics Education From All Perspectives
Publisher
MERGA
School
School of Education / School of Science
RAS ID
60420
Abstract
Preservice secondary mathematics teachers’ perceptions of teacher knowledge and of possible sources of that knowledge is investigated through examining their responses to an open-ended questionnaire. Participants place greatest emphasis on mathematics content knowledge and mathematics pedagogical knowledge and expect to gain most of their knowledge through formal preparation within the professional learning system rather than through self-study or through interactions with peers. This emphasises how important it is for schools and professional associations to provide regular formal learning opportunities, because future teachers may otherwise not be self-motivated to continue improving their skills independently of this.
Access Rights
free_to_read
Comments
Hatisaru, V., & Collins, J. (2023). Preservice secondary mathematics teachers’ perceptions of teacher knowledge and its sources. In Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia: Weaving Mathematics Education From All Perspectives (pp. 251-258). MERGA. https://www.merga.net.au/Public/Publications/Annual_Conference_Proceedings/2023-Conference-Proceedings.aspx