Browsing by Subject "Mathematics teacher education"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Open Access A case-based approach to reflective practice of pre-service secondary mathematics teachers for developing a holistic perception of teaching(Bilkent University, 2020-02) Keskin, ÖzgeThe aim of this study is to support learning to teach processes of preservice secondary mathematics teachers by providing them reflective practice opportunities using a case-based approach. The research was conducted in two stages: design and development of a case-based discussion module and implementation. In the first stage, semi-structured interviews were conducted with ten teachers in order to ascertain the perceptions on early career challenges of secondary mathematics teachers who graduated from a MA program with a teaching certificate. It was determined that mathematics teachers experienced challenges related to different dimensions of teaching mathematics, and these challenges were associated with their beliefs, perceptions, and expectations before starting their careers. The findings indicate the need for providing preservice teachers with opportunities to reflect on challenges they may encounter, consider how different aspects of teaching interact, and elaborate on various reasons and possible solutions for those challenges. Aligned with the need, case-based pedagogy and productive reflection constituted the theoretical framework as two important elements. Within this framework, a casebased discussion module (CBDM) was developed. In the second stage, CBDM was implemented with eight preservice secondary mathematics teachers enrolled in the same program. The data collected was analyzed within a multi-dimensional analytical framework. The findings reveal that the CBDM provided a platform to discuss several aspects of teaching as well as to link these aspects and connect their reflections to their personal experiences and theory. Participants perceived this experience as a relevant, engaging, and awareness-increasing practice with potential positive reflections on their teaching.Item Open Access Voicing mathematics teachers: a holistic overview of their early career challenges(Edam, 2018) Keskin, Özge; Çorlu, M. S.; Ayas, AlipaşaTeachers’ further success in and commitment to their profession are shaped by their experiences in the early years of their careers. Being aware of the challenges that novices face would be helpful for teacher-educators in a way that would support pre-service teachers thoroughly. The goal of the current research is to ascertain the perceptions of secondary-school mathematics teachers about the challenging experiences at the beginning of their careers. With this purpose, semi-structured interviews were conducted. Findings revealed several issues that teachers face in four dimensions: mathematical knowledge for teaching, classroom management and organization, assessment of students’ learning, and the context of teaching. Also, teachers’ prior beliefs and expectations showed a general lack of awareness, oversimplified beliefs, and unrealistic optimism about the teaching profession. The findings of this study have shown a deficiency in teacher-education programs in terms of not providing pre-service teachers with enough knowledge of the challenges they may encounter, naturally resulting in the inability to reflect on the various reasons for those challenges and how all four aspects of teaching interact with one another. Regarding the findings, teacher education policies should be refined to help pre-service teachers to develop a more realistic and holistic view of teaching mathematics.