Perceptions of pre-service teachers in foundation phase mathematics about their professional development

[摘要] ENGLISH ABSTRACT : This study investigated 3rd-year pre-service teachers' (PSTs) professional development (PD) in Foundation Phase Mathematics., The study specifically elicited the PSTs' perceived improvement in their beliefs, content knowledge (CK) and pedagogical content knowledge (PCK), while learning to teach from the teaching expertise of an expert teacher educator (ETE). There is a paucity of research regarding the effects of ETEs' teaching expertise on the PD of PSTs. A model of teaching expertise comprising eight distinct attributes was identified in the literature, namely:Enthusiasm in teaching; Motivating/stimulating students' interest and engagement with learning experiences; Positive relationships with students and approachability; Understanding of students' learning needs and creating a productive learning climate; Humour in teaching; Articulation of subject knowledge expertise; Clarity in lesson presentations/teaching; and Preparations for and organisation of teaching.The effects of the eight attributes of teaching expertise on the PSTs PD were assessed. PSTs' own assessments of their PD could be considered as important as the formal tests, quizzes, and assignments on which their PD is assessed during their course.A mixed-method research design was used in which the 3rd-year PSTs' PD was assessed. Data were collected at the beginning (Phase A) and at the end of the 3rd year (Phase B). The purpose was to ascertain the differences between their perceived PD after the first two years (Phase A) and at the end of the 3rd year (Phase B). In Phase A, 71 and 6 PSTs participated in the survey and interviews respectively, while 59 and 5 PSTs participated in Phase B. In both phases, PSTs' perceived improvement in their beliefs, CK, and PCK and the affordances of those improvements were assessed. In both phases, the same questionnaires and interview protocols were used. Data obtained were analysed separately and finally merged for the interpretation and conclusion of the findings.The findings show that the PSTs in their 3rd year perceived notable improvements in their PD. They perceived significant improvements inovercoming their feelings of incompetence to engage in problem-solving activities; understanding of how to assist learners to make connections between ideas and strategies in solving problems; and understanding of how to access and assess learners' thinking and comprehension.The PSTs perceived they canselect appropriate instructional activities and resources; effectively explain concepts and procedures to learners; implement a problem-centred instructional approach; as well as facilitate learners' thinking and meaningful understanding of contents.The findings further showed that theETE's articulation of subject knowledge expertise and preparations for, and organisation of teaching were the attributes with the most impact on the PSTs' PD, while humour in teaching had the least.The PSTs' views suggest that their undergraduate training in mathematics education is effective. The findings seem to differ from the claims that PCK only develops in real classroom settings. The findings support Levin's (2014: 51) claim that PSTs' pedagogical beliefs are transformed through observing ETEs. Equally important, the findings argue that a possible turning point for the successful transition of PSTs from learners of mathematics to effective teachers of mathematics is in transforming PSTs' beliefs.

[发布机构] Stellenbosch University