Middle school mathematics teacher preparation in a Chinese and an Australian university: Different starting mathematics knowledge
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Author(s)
Norton, Stephen
Zhang, Qinqiong
Griffith University Author(s)
Year published
2018
Metadata
Show full item recordAbstract
There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used mixed methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the Chinese teacher preparation program ensured the that prospective teachers had mastery of basic facts and processes and extended opportunities to connect this mathematics knowledge to pedagogy. Many of the Australian trainee teachers had struggled with the same material and had limited ...
View more >There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used mixed methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the Chinese teacher preparation program ensured the that prospective teachers had mastery of basic facts and processes and extended opportunities to connect this mathematics knowledge to pedagogy. Many of the Australian trainee teachers had struggled with the same material and had limited opportunity to remediate this situation prior to commencing classroom engagement. The implications are discussed with regard to program structure and academic governance within the study institution and more broadly across the nation.
View less >
View more >There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used mixed methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the Chinese teacher preparation program ensured the that prospective teachers had mastery of basic facts and processes and extended opportunities to connect this mathematics knowledge to pedagogy. Many of the Australian trainee teachers had struggled with the same material and had limited opportunity to remediate this situation prior to commencing classroom engagement. The implications are discussed with regard to program structure and academic governance within the study institution and more broadly across the nation.
View less >
Journal Title
Mathematics Teacher Education and Development
Volume
20
Issue
2
Copyright Statement
© 2018 MERGA. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Curriculum and Pedagogy not elsewhere classified
Curriculum and Pedagogy
Specialist Studies in Education