Development of a teaching framework for pre-service mathematics teachers

The main purpose of this study is to develop a teaching framework for pre-servicemathematics teachers. Specifically, this study validates the items that measure the constructs ofthe Teaching Framework for Pre-service Mathematics Teachers (TF@Maths) and examines whethermathematics content knowledge (...

全面介绍

Saved in:
书目详细资料
主要作者: Liew, Lee Chan
格式: thesis
语言:eng
出版: 2018
主题:
在线阅读:https://ir.upsi.edu.my/detailsg.php?det=5092
标签: 添加标签
没有标签, 成为第一个标记此记录!
实物特征
总结:The main purpose of this study is to develop a teaching framework for pre-servicemathematics teachers. Specifically, this study validates the items that measure the constructs ofthe Teaching Framework for Pre-service Mathematics Teachers (TF@Maths) and examines whethermathematics content knowledge (MCK), mathematical pedagogical knowledge (MPK), general pedagogicalknowledge (GPK), classroom management skills (CMS), and mathematical disposition (MDP)significantly relate to quality mathematics teacher (QMT). This study employed a quantitativeapproach to look at the constructs of a quality mathematics teacher from the perspective of thepre-service teachers. Data were collected using a questionnaire from a sample of 400 students whichwere randomly selected from three Public Universities (PUs) and seven Institutes of TeacherEducation (ITEs). Structural Equation Modelling (SEM) was applied to analyse the data. The resultsreveal an acceptable fit of the TF@Maths framework with satisfactory convergent validity,discriminant validity and reliability. All confirmatory factor analysis (CFA) models achievedconvergent validity with Average Variance Extracted above 0.50 and the value of constructreliability exceeded 0.70. These indicated that all items of each constructs could measure the sametraits. The Structural Equation Modeling analysis indicated significant overall fit of the modeland the discriminant validity showed that all correlation coefficient values were less than 0.90which indicated that all constructs were different significantly. The results also showed that MCK,MPK, GPK, CMS, and MDP are significant predictors of QMT. In conclusion, this study showed thatTF@Maths is well fitted and can be accepted as a valid and reliable instrument to determine aquality mathematics teacher. The study implicates that the TF@Maths framework and findings couldprovide a new instrument to help stakeholders in designing mathematics curriculum.