Mathematics teacher education curriculum at a university in Zambia: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school.
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Date
2018
Authors
Changwe, Robert
Mulenga, Innocent Mutale
Journal Title
Journal ISSN
Volume Title
Publisher
Multidisciplinary Journal of Language and Social Sciences Education
Abstract
Learners’ performance in mathematics in Zambian
secondary schools has remained unsatisfactory for several
years (ECZ, 2016). Studies by Mwape and Musonda (2014)
as well as Kafata and Mbetwa (2016) revealed that lack of
appropriate teaching and learning materials and learners’
negative attitude towards mathematics were among
the factors that had led to poor learner performance in
mathematics. However, there seems to have been no study
done regarding the appropriateness of the mathematics
teacher education curriculum. This study therefore, sought
to investigate whether the mathematics teacher education
curriculum at one university in Zambia adequately prepared
student teachers in mathematical content knowledge and
mathematical pedagogical content knowledge.
The mixed method approach and in particular, the
concurrent triangulation research design was used in
this study. Questionnaires were employed to collect data
from university graduates of mathematics education and
fourth year (final year) student teachers who were on
the programme. Lecturers of mathematics content and
mathematics teaching methods and the Standards Officers
for Mathematics were also interviewed. Mathematics class
lessons were also observed.
The main findings of the study indicated that the
university mathematics teacher education curriculum did not
adequately prepare student teachers to teach mathematics.
Graduates lacked the relevant mathematical knowledge and
the mathematical pedagogical knowledge upon graduation.
Results also suggested that this had contributed to the poor
mathematics learner performance in secondary schools.
Hence, it was recommended that the university
mathematics teacher education curriculum should be
reviewed after conducting a job analysis of the teacher of
mathematics. It was also recommended that the Ministry of
General Education should conduct in-service training of
teachers of mathematics using the already existing continuous
professional development structures within the ministry
Description
Keywords
Teacher education. , Mathematical content knowledge. , Job analysis. , Pedagogical content knowledge.