Pre-service teachers manifested mathematics pedagogical content knowledge: The role of the teaching practicum
Joseph Njiku 1 *
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1 Department of Educational Psychology and Curriculum Studies, University of Dar es Salaam - Dar es Salaam University College of Education, Dar es Salaam, TANZANIA* Corresponding Author

Abstract

Pedagogical content knowledge (PCK) begins to develop during teacher education and the teaching practicum reinforces its development. This study is an interpretive inquiry into pre-service mathematics teachers’ practicum classrooms. The study explored four pre-service mathematics teachers’ PCK through observations and interviews. The pre-service teachers were found teaching various mathematics topics to students at different levels of secondary education. Findings indicate that pre-service teachers demonstrated some important elements of mathematics PCK. However, they tended to focus more on procedural rather than conceptual learning, lacked knowledge of some topic-specific teaching and learning resources, and made some flaws, possibly emanating from a lack of classroom experience. The study recommends teacher education to focus more on analysis of the mathematics curriculum and opportunities for practical teaching sessions including practicum and microteaching that are supported by experienced mentors in mathematics.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 10, Issue 1, January 2025, Article No: em0229

https://doi.org/10.29333/pr/15647

Publication date: 01 Jan 2025

Online publication date: 26 Nov 2024

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Article Downloads: 76

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