Evaluating Pre-service Teachers Math Teaching Experience from Different Perspectives

Abstract

Are pre-service teachers able to notice their strengths and challenges in teaching? This article reports on a study of pre-service teachers' teaching performance being simultaneously evaluated by themselves and their professor. Thirty-two pre-service teachers created and planned mathematics lessons approved by their professor to be taught in elementary classrooms. The teaching experience of those teachers was videotaped and evaluated by the professor using the Field Assessment Observation Form in the areas of content knowledge, instruction, assessment, classroom management, and affective skills. Furthermore, the pre-service teachers completed a Self-Reflection answering their professors' questions regarding their teaching experience. Mixed methods research analyzed the data. The findings of the quantitative data indicate pre-service teachers evaluated themselves higher than what their professor did in assessment and time management. Moreover, the findings of the qualitative data indicated there were similarities in student engagement, inquiry teaching, and scaffolding identified through the teaching performance between pre-service teachers and their professor.

A Critical Review of Research on Student Self-Assessment

“…Drawing only on studies included in Table S1 (Supplementary Material), we can say with confidence that summative self-assessment tends to be inconsistent with external judgements (Baxter and Norman, 2011;De Grez et al, 2012;Admiraal et al, 2015), with males tending to overrate and females to underrate (Nowell and Alston, 2007;Marks et al, 2018). There are exceptions (Alaoutinen, 2012;Lopez-Pastor et al, 2012) as well as mixed results, with students being consistent regarding some aspects of their learning but not others (Blanch-Hartigan, 2011; Harding and Hbaci, 2015;Nguyen and Foster, 2018). We can also say that older, more academically competent learners tend to be more consistent (Hacker et al, 2000;Lew et al, 2010;Alaoutinen, 2012;Guillory and Blankson, 2017;Butler, 2018;Nagel and Lindsey, 2018).…”

Appraising Adequacy of Standard Based Curriculum 2006 and Allied Secondary School Mathematics Textbooks for Higher Order Thinking Skills (HOTS) in the Punjab, Pakistan

“…To estimate the adequacy of the textbooks the contents of the textbooks for grade IX and X by Dar & Haq(2012) and Habib, Ali, Rauf, & Moeen (2013) were reviewed. As literature suggests to engage the students in challenging and research oriented activities to develop their HOTS (Healey, 2005;Patterson et al, 2013;Harding & Hbaci, 2015) so the textbooks contents were reviewed with the view to identify the activities suitable for inquiry based learning, scaffolding etc.…”

Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study

“…It has been determined that pre-service teachers divulge concerns in applying learned theories into their actual teaching (Beeth & Adadan, 2006;Tarman, 2012). Harding and Hbaci (2015) believe that the transition from being full-time students who are supported by university personnel and supervisor teachers to independent teachers (although scaffolded) who are entirely responsible for pedagogical processes and classroom management puts a strain on pre-service teachers. Professional teacher induction programmes provide a wide array of subjects and jargon such as curricula, management, and fairness (Ryan et al, 2017).…”

“…As such, pre-service teachers were not exempted from these changes, although the same model of teaching practice was still adopted with no adjustment to suit the COVID 19 prescriptions and regulations. Pre-service teachers' strengths include a tendency to inquire, pay attention, build rapport with children, and increase their social awareness (Harding & Hbaci, 2015).…”