The Impact of Professional Development on the Pedagogical Content Knowledge of the  Mathematics Teacher

Adams, Alfred Kofi; Asemnor, Felix; Nkansah, Vincential; Adonu, Harrison

doi:10.9734/ajarr/2023/v17i3470

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…Professional development has various forms as in-services trainings, workshops, and seminars (Adams et al, 2023). This study examined the effect of professional development training on teachers' content-based knowledge in English subject through using an experimental approach which is highly needed to evaluate the effectiveness of professional development training programs in Pakistan.…”

Section: Research Paper Maximizing Primary School Teachers' Content-b...mentioning

confidence: 99%

Maximizing Primary School Teachers’ Content-Based Knowledge in English through Professional Development Training

2023

plhr

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The study examined the effect of professional development training on content-based knowledge in English subject using an experimental approach at primary school level. Professional development trainings develop and improve the desired abilities or skills which are required to provide the quality education. Data were obtained from 140 primary school teachers through pre-test and post-test achievement scores of teachers in English subject. To analyze the data, descriptive as well as inferential statistics were used.A training module on English content knowledge was developed by an English language, content, and assessment expert. The trainees were given 8 hours training in 5 clusters. The tests were designed from English book of class 5. The study found significant mean difference in the achievement scores of the teachers in the pretest and the posttest, which provided evidence of the effect of professional development training on teachers' contentbased knowledge in English subject. The researchers recommend to improve contentbased knowledge of teachers in English through professional development training.

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Section: Research Paper Maximizing Primary School Teachers' Content-b...mentioning

confidence: 99%

Maximizing Primary School Teachers’ Content-Based Knowledge in English through Professional Development Training

2023

plhr

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“…These approaches prioritize student engagement, collaboration, and critical thinking, and have been shown to enhance students' understanding and performance in mathematics [5]. Also, professional development of teachers that focuses on specific mathematics content and the ways students learn such content is especially helpful, particularly for instruction designed to improve students' conceptual knowledge of mathematics teachers and how it could improve teacher efficacy and students' performance in mathematics [6].…”

Section: Background and Context Of Mathematics Educationmentioning

confidence: 99%

The Role of Teaching and Learning Theories in Preparing Student Teachers to Teach Mathematics and Enhancing Learners' Readiness to Learn: A Case Study of Bia Lamplighter College of Education in Ghana

Adams¹,

Asemnor²

2023

AJARR

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Aim: The study aimed to investigate the role of teaching and learning theories in preparing teachers to teach mathematics and in enhancing students' readiness to learn. Specifically, the study explored the application of constructivist and pedagogical content knowledge (PCK) theories in a teacher preparation program and in classroom instruction. Study Design: The study employed a case study design and involved pre-service teachers and their students in a mathematics classroom. Data was collected through interviews, observations, and document analysis. Methodology: The study employed a case study design to investigate the application of constructivist and PCK theories in a teacher preparation program and in classroom instruction. The study involved pre-service teachers and their students in a mathematics classroom. A purposive sampling technique was used to select ten (10) final year student teachers who can provide rich and detailed information about their readiness to teach and learn mathematics, as well as their understanding and application of learning and teaching theories. Also, one hundred (100) students were purposively selected for the study. Data was collected through interviews, observations, and document analysis and was analyzed using thematic analysis. Results: The findings revealed that pre-service teachers who were exposed to constructivist and PCK-based instruction in their teacher preparation program were better equipped to design and deliver mathematics lessons that promote active learning and deep understanding of mathematical concepts. Moreover, students who were taught in a constructivist and PCK-based learning environment demonstrated higher levels of readiness to learn mathematics. The study provides insights into the effectiveness of using learning and teaching theories in mathematics education and highlights the importance of incorporating these theories in teacher preparation programs. Conclusions: Based on the findings and analysis of this study, it can be concluded that the application of constructivist and PCK-based instruction in mathematics teacher preparation programs has a positive impact on pre-service teachers' readiness to teach mathematics. To successfully incorporate constructivist and PCK-based instruction in mathematics teacher preparation programs, it is important to provide adequate support and training for instructors and to engage in ongoing evaluation and refinement of these programs. By doing so, we can help to ensure that future mathematics teachers are prepared to effectively facilitate learning and promote mathematical understanding in their classrooms.

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Transforming classrooms: How professional development and teacher attitudes drive primary school teaching effectiveness

Osiesi,

Ayanwale,

Akomolafe

et al. 2024

Social Sciences & Humanities Open

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The Impact of Professional Development on the Pedagogical Content Knowledge of the Mathematics Teacher

Cited by 3 publications

References 29 publications

Maximizing Primary School Teachers’ Content-Based Knowledge in English through Professional Development Training

Maximizing Primary School Teachers’ Content-Based Knowledge in English through Professional Development Training

The Role of Teaching and Learning Theories in Preparing Student Teachers to Teach Mathematics and Enhancing Learners' Readiness to Learn: A Case Study of Bia Lamplighter College of Education in Ghana

Transforming classrooms: How professional development and teacher attitudes drive primary school teaching effectiveness

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