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The Evolution of Student Teachers’ Concerns Regarding Mathematics Curricular Reform

  • Patrick JohnsonEmail author
  • Aoibhinn Ní Shúilleabháin
  • Máire Ní Ríordáin
  • Mark Prendergast
Article

Abstract

In this research, we investigate the concerns regarding a national mathematics curricular reform of a cohort of student teachers over the course of their 2-year postgraduate initial teacher education (ITE) programme. The concerns of 41 student teachers from four third-level institutions in Ireland were initially recorded at the commencement of their ITE programme. A qualitative study examining the evolution of these concerns for 12 student teachers was undertaken over three different stages of the 2-year programme. Qualitative responses were generated and analysed according to their stages of concerns. Findings suggest that, at the commencement of their ITE programme, student teachers displayed few informational concerns yet they possessed several incorrect assumptions regarding the intention of the reform. Over time, these concerns evolved towards their capabilities to implement the curriculum in classrooms and consequences of the reform on student learning. At the end of their ITE programme, many expressed concerns about implementing reform practices when they become newly qualified teachers.

Keywords

Curriculum reform Teacher concerns Student teachers Initial teacher education Mathematics education 

Supplementary material

10763_2019_10023_MOESM1_ESM.docx (14 kb)
ESM 1 (DOCX 14 kb)

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Copyright information

© Ministry of Science and Technology, Taiwan 2019

Authors and Affiliations

  1. 1.School of EducationUniversity of LimerickLimerickIreland
  2. 2.School of Mathematics & StatisticsUniversity College DublinDublinIreland
  3. 3.School of EducationUniversity College CorkCorkIreland

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