Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum
Hashituky Telesphore Habiyaremye,
Celestin Ntivuguruzwa,
Philothere Ntawiha
Abstract:IntroductionTeachers’ knowledge and positive attitudes significantly impact educational settings. This study aimed to assess teachers’ mathematical knowledge for teaching (MKT) and their pedagogical content knowledge (PCK) attitudes.MethodologyIt was conducted on all 23 mathematics teachers from Rwandan teacher training colleges (TTCs). Employing a survey design, standardized performance and attitude tests were utilized, employing instruments known for their standardization, validity, and reliability.ResultsTh… Show more
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