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Exploring Pre-service Teachers’ Self-perceptions of Mathematical Knowledge for Teaching

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Book cover Educating Prospective Secondary Mathematics Teachers

Part of the book series: ICME-13 Monographs ((ICME13Mo))

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Abstract

This research explored the self-perceptions of pre-service secondary mathematics teachers at one Australian university. Specifically, the researcher investigated the extent to which these teachers perceived their readiness to commence a full-time, secondary mathematics teaching position. The research relied principally on the use of a qualitative research instrument administered before and after participants undertook their major teaching practicum. Participant responses indicated varying degrees of readiness to teach secondary mathematics. An analysis of responses suggests three key findings: Pre-service teachers require further training in mathematical content; training in mathematics pedagogy; and the teaching practicum confirmed initial participant perceptions of teaching readiness.

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Author information

Authors and Affiliations

  1. The University of Notre Dame Australia, Western Australia, Australia

    Gregory Hine

  2. School of Education, 2 Mouat Street, Fremantle, WA, 6160, Australia

    Gregory Hine

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  1. Gregory Hine
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Correspondence to Gregory Hine .

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Editors and Affiliations

  1. Department of Curriculum and Teaching, Auburn University, Alabama, USA

    Marilyn E. Strutchens

  2. Department of Mathematical Sciences, Middle Tennessee State University, Murfreesboro, Tennessee, USA

    Rongjin Huang

  3. Department of Mathematics, National and Kapodistrian University of Athens, Athens, Greece

    Despina Potari

  4. Facultad de Matemática, Astronomía y Física, Universidad Nacional de Córdoba, Córdoba, Argentina

    Leticia Losano

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Hine, G. (2018). Exploring Pre-service Teachers’ Self-perceptions of Mathematical Knowledge for Teaching. In: Strutchens, M., Huang, R., Potari, D., Losano, L. (eds) Educating Prospective Secondary Mathematics Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-91059-8_16

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  • DOI: https://doi.org/10.1007/978-3-319-91059-8_16

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-91058-1

  • Online ISBN: 978-3-319-91059-8

  • eBook Packages: EducationEducation (R0)

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