A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

Stephenson, Jennifer

doi:10.14221/ajte.2018v43n4.7

Cited by 11 publications

(8 citation statements)

References 35 publications

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“…Our findings are consistent with several prior studies that found that many teachers are unaware of the limits of their knowledge (e.g. Cunningham et al, 2004; Stark et al, 2015; Stephenson, 2018). The discrepancy between teachers’ self-assessed skill and their objective knowledge as measured by the TKELS must be considered when designing professional development for teachers.…”

Section: Discussionsupporting

confidence: 93%

“…Unsurprisingly, a large body of evidence demonstrates that teachers internationally lack the pedagogical and metalinguistic knowledge needed to engage in high-quality tier 1 reading and writing instruction (e.g. Stephenson, 2018). Teachers repeatedly have been shown to have weaknesses in knowledge of English sound structure (i.e.…”

Section: Teacher Knowledge Perceived Skill and Practicesmentioning

confidence: 99%

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Speech-language therapist and teacher knowledge of early literacy skills

Krimm

2022

Child Language Teaching and Therapy

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Purpose: The purposes of this study were: (a) to compare speech-language therapists’ (SLTs’) and general education teachers’ perceived skill for providing early reading and writing instruction and (b) to compare SLTs’ and teachers’ knowledge of early reading and writing skills. Method: SLTs (n = 28) and general education teachers (n = 25) participated in this study. Participants completed a self-assessment of their own skill level for providing early reading and writing instruction and an objective measure of their knowledge of early reading and writing skills. Results: There was a significant difference between groups in self-assessment of current skill for delivering early reading and writing instruction; SLTs rated their own current skill as lower than teachers rated their own current skill. There was not a significant difference in knowledge of early reading and writing skills between SLTs and teachers. Conclusions: SLTs and teachers can benefit from continued professional development related to providing evidence-based reading and writing instruction. Because of their different perceptions of their own skills, professional development may need to be approached differently for SLTs and teachers. Future research will examine specific areas of knowledge strength and weakness for SLTs and teachers.

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Section: Discussionsupporting

confidence: 93%

Section: Teacher Knowledge Perceived Skill and Practicesmentioning

confidence: 99%

Speech-language therapist and teacher knowledge of early literacy skills

Krimm

2022

Child Language Teaching and Therapy

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“…Good instructors are familiar with the unique blending of pedagogy and subject. In order to encourage or enhance the learning of that information by various students, Stephenson [21] said that pedagogical content knowledge pertains to understanding how to provide precise content in a way that is intelligible to students.…”

Section: Teachers Factorsmentioning

confidence: 99%

“…Conversely, pedagogical knowledge is general information about teaching and includes topics like classroom management [12]. It may not always be clear how pedagogical content knowledge differs from content knowledge since they overlap and build upon one another [21]. To teach students to comprehend mathematics and perform effectively in it, teachers must have enough material and pedagogical understanding.…”

Section: Teachers Factorsmentioning

confidence: 99%

Exploring Factors that Hinder Senior High School Students’ Academic Performance in Mathematics

Fatawu

Kwakye²,

Atepor³

et al. 2022

JESBS

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The study explored factors affecting senior high school students' academic performance in the Kassena-Nankana Municipality. Eighty-one (81) students, fifty-one (51) males and thirty (30) females were used to gather cross-sectional data on demographics and factors influencing their mathematics ability. They came from two senior high schools in the municipality, which were randomly sampled. Students in the chosen schools were asked to fill out questionnaires. The mixed-methods research approach was used and the descriptive design was adopted. The data was examined using a qualitative study that used a survey design to carry out the investigation. The findings showed that students' attitudes play a significant role in determining how well they succeed in mathematics. These include pupils who don't find mathematics very intriguing and who aren't motivated to learn the subject, among other things. Again, there was evidence of significant teacher-related variables that hampered student performance in mathematics. Examples include teacher absenteeism and inadequate time allotted for mathematics classes. Findings revealed that parents' inability to provide their children with necessary mathematics learning materials, parents' unwillingness to encourage their children to study mathematics, and parents' failure to monitor their children's progress in mathematics performance were all factors that hampered students' performance. It is recommended that, the creation of an environment that is conducive to learning and teaching, including individual studies by students should be inculcated. To boost their students' interest in mathematics, math teachers should develop the usage of teaching aids and mathematical models. Parents, instructors, the ministry of education, and school administrations should encourage pupils to study mathematics.

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“…Teaching mathematics requires specialized knowledge and skills that go beyond subject matter alone, and Ball et al's (2008) Theory of Mathematical Knowledge for Teaching provides the analytical tools to identify and analyze the kind of knowledge and skills that mathematics teaching actually requires (Ding, 2016;Goos, 2013;Jakobsen et al, 2012;Stephenson, 2018). However, it also has attracted considerable criticism due to its limited application on how the framework could be useful for guiding teachers to teach mathematics (Mitchell, Charalambous, & Hill, 2014) or provide better insights into teachers' views and understandings of the mathematical knowledge for teaching (Mosvold & Fauskanger, 2013).…”

Section: Teaching Practice and Teaching Knowledgementioning

confidence: 99%

The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi

Jacinto¹

2020

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Globally, progress in education has been made in recent years to promote learning opportunities for all. However, significant gaps remain in lowincome countries. In Malawi, a developing country where the educational system is under development, primary education is a major concern. Several initiatives have been made to bridge this gap through improving the quality of teacher education, but research has shown that there is still a need to further understand the learning process of preservice teachers during the teacher education program. The present study aimed to gain knowledge about the primary preservice teachers’ process of learning, particularly, the development of their understanding of the knowledge necessary to teach mathematics. The current study addressed the question: How do pre-service teachers develop their understanding of the knowledge necessary to teach mathematics throughout teacher education? In the study, the knowledge necessary for teaching mathematics refers to the knowledge that teachers need to carry out the tasks of teaching mathematics. To further examine this matter, the overall question was divided into three sub-research questions: (1) What understanding do pre-service teachers have of the knowledge needed to carry out the tasks of mathematics teaching at the beginning of their teacher education? (2) To what extent does the pre-service teacher’s understanding of the knowledge needed to carry out teaching tasks evolve through the discussion of practical experiences in college? (3) How do pre-service teachers develop their understanding of the knowledge necessary to carry out the tasks of teaching throughout teacher education? These questions were compiled into a qualitative case study with six preservice teachers in a two-year primary teacher education program at a college in Malawi. Each of these pre-service teachers represented a different profile with teaching experience, subject preferences in high school, and a favorite subject to teach during college. The research occurred over three different moments in a two-year teacher education program in which the pre-service teachers were enrolled: an initial moment at the beginning of the program consisted of a questionnaire survey and individual interviews; a second moment during teaching practice that involved mathematics lessons observations and post-lesson interviews; and a third moment at the end of the program that included a focus group discussion. The data gathered were transcribed and analyzed using a thematic analysis approach. The themes of analysis were designed based on the six domains of mathematical knowledge for teaching theory. Findings show that pre-service teachers develop different paths of development of their understanding of the knowledge needed for teaching mathematics during teacher education and that such development has influences in how they acknowledge effective teaching in Malawi. The current thesis includes four articles that present the main data and results of the study. The first two articles present findings from an analysis of the pre-service teachers’ understanding of the subject matter knowledge and pedagogical content knowledge, and the third article presents an analysis of the pre-service teachers’ understanding when discussing teaching practice. The fourth article explores the understanding pre-service teachers developed throughout the teacher education program. The contribution of this thesis is to not only offer new empirical and theoretical insights to teacher education but also to suggest a path for further research in teaching knowledge.

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A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

Cited by 11 publications

References 35 publications

Speech-language therapist and teacher knowledge of early literacy skills

Speech-language therapist and teacher knowledge of early literacy skills

Exploring Factors that Hinder Senior High School Students’ Academic Performance in Mathematics

The Development of Pre-Service Teachers’ Understanding of the Knowledge Necessary to Teach Mathematics: A Case Study in Malawi

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