Pre-service secondary school mathematics teachers’ preparedness for continuing professional development: the case of a university in central Zambia.
| dc.contributor.author | Sinyangwe, Maureen Kabwe Kanchebele | |
| dc.date.accessioned | 2025-08-19T05:54:08Z | |
| dc.date.available | 2025-08-19T05:54:08Z | |
| dc.date.issued | 2025 | |
| dc.description | Thesis of Master of Education in Mathematics Education | |
| dc.description.abstract | Initial Teacher Education is designed to prepare pre-service teachers for teaching and to establish a foundation for continuing professional development (CPD). The objectives of this qualitative case study research were to: establish mathematics preservice student teachers’ conceptions of CPD; establish how mathematics preservice student teachers were prepared for CPD and; determine the perception of mathematics preservice student teachers on way(s) by which they were prepared for CPD. Forty-six (46) purposively selected fourth year students, at the selected university in Central Zambia, with Mathematics as their major subject area of specialization participated in this study. The student participants participated in the study by completing the questionnaire and thereafter by being interviewed. Relevant documents were also reviewed. Thematic and content analysis were used to analyse the collected data. The study shows that the PSTs generally did not present a confident sense of preparedness for CPD. The PSTs conceptualisation of CPD was limited and limiting at the same time. The study established that while some knowledge and skills for CPD can be presented in course content taught, the PSTs needed more opportunities for reflectively practicing these skills and developing a positive mind set for CPD in their learning environment. There was a need for the Mathematics Teacher Educators at the university to consider facilitating PSTs acquisition of correct comprehensive and holistic CPD-related information as well as developing a positive mind set for it. It was also recommended that the CPD implementation and assessment strategies focus on increasing the reflective practices as a way to facilitate developing relevant competences for CPD and lifelong learning. A CPD preparation Framework comprising two interrelated plans named: the PSTs’ CPD preparation plan and the PSTs CPD Plan which present a structure to facilitate intention-illuminated action toward preparing PSTs for CPD has been developed and proposed. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9364 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Pre-service secondary school mathematics teachers’ preparedness for continuing professional development: the case of a university in central Zambia. | |
| dc.type | Thesis |