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dc.contributor.authorNorton, Stephen
dc.contributor.authorZhang, Qinqiong
dc.date.accessioned2018-11-15T02:29:43Z
dc.date.available2018-11-15T02:29:43Z
dc.date.issued2018
dc.identifier.issn1442-3901
dc.identifier.urihttp://hdl.handle.net/10072/381195
dc.description.abstractThere 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherMathematics Education Research Group of Australasia
dc.publisher.urihttps://mted.merga.net.au/index.php/mted/article/view/371
dc.relation.ispartofpagefrom3
dc.relation.ispartofpageto24
dc.relation.ispartofissue2
dc.relation.ispartofjournalMathematics Teacher Education and Development
dc.relation.ispartofvolume20
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleMiddle school mathematics teacher preparation in a Chinese and an Australian university: Different starting mathematics knowledge
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorNorton, Stephen J.


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