This study investigates the development and nature of Professional Mathematics Teacher Identity (PMTI) in pre-service teachers. It is an explanatory, interpretive case study in which six Fourth Year mathematics education students participated. PMTI is examined in terms of three aspects: Mathematics Specialisation; Teaching-and-Learning Specialisation and Caring, and the actualisation of these aspects is analysed in the context of the teaching practicum classroom. The effect of each student‘s personal history, their view of the subject mathematics as well as their experiences during tertiary training and teaching practica is probed. Of these, their experiences as learners in school were found to be the most influential factor, both on their initial career choice and who they are as mathematics teachers. Main findings of this study are firstly that personal histories and perceptions lead to different PMTI‘s and different retentions of what is taught at university; that PMTI is observed in interaction with the learners, and that the students‘ self-perceptions are not congruent with those aspects as actualised in the classroom. For example, all six espouse the theory of learner-centred classrooms, but only two of them truly put this theory into practice in their own teaching, thus demonstrating that espoused theory and theory in action are not necessarily the same. It was also found that the mathematics methodology modules completed by these students were unable to shake entrenched beliefs with which the students enrolled at university. Factors determining career choice were key to understanding PMTI, as were the beliefs with which these students began their tertiary training. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted

This study aimed to investigate the level of understanding of Euclidian geometry, in terms of theoretical knowledge as well as its problem-solving application, in pre-service mathematics education (PME) students at the University of Pretoria. In order to do so, a one group pre-test/ post-test procedure was conducted around an intensive geometry module, and a representational group of students was interviewed before and after the module to discuss their high school experiences of learning geometry and to analyse their attitudes towards the subject. The van Hiele Theory of Levels of Thought in Geometry was used as the theoretical framework for this study. The PME students in this study, prior to their completion of the geometry module, lacked the content knowledge, skills and insight in Euclidian geometry that is expected at matric level (Level 3). The pre-test results revealed that half the group could only be classified as being on Level 0. By the time the post-test was written, 60% of the group had moved onto Level 1 as their maximum competence level. This implies that these students were all brought to greater insight by the teaching they received during the geometry module. However, the overall improvement in the group as revealed in the post-test results, consisted of an upward movement of only one level. Therefore, the geometry module offered did not bring about sufficient improvement for these students to be able to teach geometry adequately (Level 3 is required). The students who were interviewed for this study uniformly expressed their dislike or fear of Euclidian geometry in general, but described the positive change in their attitude during the course of the module because of the way it was presented. Training of students for a career as mathematics educators which includes an in-depth van Hiele-based geometry module would facilitate the acquisition of insight and relational understanding. / Dissertation (MEd)--University of Pretoria, 2008. / Curriculum Studies / MEd / unrestricted

The purpose of this study was to determine fourth-year pre-service teachers’ perceptions of the influence of mentor lecturers on their Professional Teacher Identity (PTI) while on teaching practice. The problem underpinning this study was that the students may not be able to mediate the merging of the academic world with the world of work if the influence of the mentor lecturer is lacking. The significance of this study lies in the student perceptions of the mentor lecturers’ role. The data were collected through the Fourth Years Initiative for Research in Education (FIRE) project. Students reflected in groups on the development of their PTI and the role their mentor lecturers played in this development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the students created in workshops. The conceptual framework combined a mentorship and a PTI model. The results showed that in PTI development, the mentor lecturers’ influence ranked sixth out of nine. The students felt misunderstood and unsupported. The findings indicate either that the role of the mentor lecturer is a redundant feature of the BEd programme, the mentor lecturer is not meeting the students’ needs, requiring revisitation of the programme, or this millennial generation sample is not open to critical self-reflection and critique. Similar studies may access the mentor lecturers’ perceptions of their own PTI and their influence on their mentees’ PTI development, and why passion for a subject is not a statistically significant influencer of PTI. / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

Philosophiae Doctor - PhD / Micro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated descriptive statistical values of each teaching skill. The qualitative procedure employed unstructured interviews, lesson plan observation, and thematic and content analysis was used to interpret and analyse the interviews and lesson plans respectively. The sample size of this study is drawn from the B.Ed. students in the Faculty of Education at the University of the Western Cape (UWC). Two hundred and sixteen (216) participants were involved in the quantitative data collection phase, while the qualitative data collection phase consisted of twelve (12) participants for the focus group discussion, five (5) school-based supervisors, five (5) pre-service teachers and (5) five lesson plans from the students-portfolio documents. The findings attest to the general context of micro-teaching as a strategy for developing pre-service teachers‟ teaching skills. It further highlights the high theoretical knowledge levels of micro-teaching of the B.Ed. students, and the relative lack of practical knowledge of micro-teaching of the students. In addition, the findings reveal the high technological knowledge levels of the participants and the need to deepen the professional knowledge of the B.Ed. students along the lines of authentic teaching experiences within the university environment. As part of the recommendations, the study emphasises the use of a digital video platform as a complementary strategy and as a form of reflective practice in micro-teaching presentations. Importantly, the study further recommends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document, on the knowledge mixes for teaching competences in terms of the observation outcome, should be re-considered with a clear guideline for South African universities to have a uniform framework and a clear picture of its implementation.

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This scoping review examines studies on the instruction of early literacy practices to pre-service teachers in teacher education programs. The research questions for this scoping review are: a) What are the major themes in the literature surrounding instructional strategies for early literacy in Bachelor of Education programs? and b) Are there any gaps in the existing literature? Six major education databases were systematically searched, which resulted in 16 articles. After conducting a thematic analysis of these articles, three themes were identified in the literature: B.Ed. program have needs that should be addressed, there are gaps in knowledge and content, and perceptions of pre-service teachers. An unexpected theme appeared during the exclusion process, which was the lack of studies on what pre-service teachers learn in B.Ed. programs regarding early literacy practices, and the high number of articles which study pre-service teacher’s perceptions, opinions, feelings, and beliefs about what they learn in B.Ed. programs, regarding early literacy practices. This demonstrates a gap in the literature and the need for further research on early literacy instruction in B.Ed. programs.

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education (D.Ed.) in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The study examined pre-service teacher training in Open and Distance Learning based Universities in South Africa and Nigeria. The specific focus of the study was on the initial teacher education programmes at Bachelor of Education (B.Ed.) and Postgraduate Certificate in Education (PGCE/PGDE) phases in the two ODL based universities. The theories of self determination, humanism, transformational learning, distributed learning, and transactional distance served as the frameworks for the study. Information for the study was gathered through survey. Anonymous web-based questionnaire was designed and used to obtain information from the pre-service teacher trainees in the two ODL based universities. Interviews were conducted for a selected number of academic and support staff members from the two universities. A combination of purposive and stratified random sampling was used to generate the sample frames of the participants for the study. The sample of the pre-service teacher trainees that participated in the study was drawn from the nine (9) Provinces of South Africa, and six (6) Geo-political zones of Nigeria. One thousand, two hundred and sixteen (1216) ODL based pre-service teacher trainees in their B.Ed. and PGCE/PGDE programmes responded to the web-based questionnaire from the two countries. In addition, a total of ten (10) academic and support staff members were interviewed from the two Universities. The overall results revealed that the majority of pre-service teacher trainees by distance are young people between 18 and 29 years of age, unemployed or engaged in voluntary works with no stable source of income. Furthermore, flexibility of the programme and desire to work full time while studying were found to be the major factors that motivated majority of the participants to enrol in pre-service teacher training by distance. Electronic mail (E-mail), postal services, Learning Management Systems (LMS), radio programmes, and social media were found to be the major platforms through which the selected ODL based universities reached their pre-service teacher trainees. Moreover, mobile phone and tablet were found to be the major devices that the sampled student teachers used to access learning materials.

Indiana University-Purdue University Indianapolis (IUPUI) / This qualitative study sought to explore reasons why social studies teachers chose to teach controversial issues and counternarratives in their classroom in an era where doing so is dangerous for teachers and their job security, and how they go about doing so in their classrooms. The theoretical framework of this study encompassed the notion that the five selected teachers embodied and practiced elements of Foucauldian parrhēsía, which is teaching the truth despite the risk of doing so, despite not having explicit knowledge of this particular philosophy, and utilized counternarratives and controversial issues as a means of challenging dominant social norms to bring about a more just and equitable society. The existing literature suggests that their pre-service teacher education provided little influence on their decisions, despite the positive historical, personal, and democratic outcomes from teaching a curriculum exploring controversial issues and counternarratives. Five teachers were recommended for this study due to their reputations for teaching controversial issues and counternarratives in their social studies classrooms. After interviewing and observing these teachers, a number of interesting findings came to light, including a list of best practices for how to teach controversial issues in the classroom, reasons why the teachers taught controversial issues in the classroom, structures of support and barriers for teaching a critical social studies curriculum, and differences between those who believed they taught controversial issues in their classroom but did not, and those who actually did.

Teacher education researchers and policy makers recognize field experience, particularly student teaching, as a critical component of pre-service teacher learning and development. The co-teaching model of student teaching, in which cooperating teachers and student teachers jointly plan and deliver instruction, has been adopted by university-based teacher education programs across the United States. The purpose of this study was to examine the relationship between elements of the co-teaching model of student teaching and teacher efficacy outcomes for student teachers. Research suggests that teacher efficacy, a teacher’s beliefs in his or her capacity to affect student performance, is positively associated with teachers’ behaviors and commitment to teaching as well as student achievement and motivation. This quantitative study utilized multiple regression statistical analyses to examine the relationship between co-teaching overall and the relationship, communication, classroom applications, and knowledge base elements and teacher efficacy overall and the domains of efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management. Descriptive statistics indicated that the relationship and communication elements of student teaching were more prevalent than the classroom applications and knowledge base elements. Student teachers in the sample reported higher levels of efficacy in instructional strategies than efficacy in classroom management and efficacy in student engagement. A positive and statistically significant relationship between teacher efficacy overall, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management and the co-teaching model of student teaching, after controlling for gender and credential program, was found. The findings of this study substantiate teacher education policy makers’ support for the co-teaching model of student teaching.

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