An Online Laboratory School research on pre-service mathematics teachers’ experiences and mathematics teaching anxiety

Abstract

During the COVID-19 pandemic, we founded an Online Laboratory School (OLS) under the roof of a university in Turkey to support students from public schools that were not technologically prepared for an online education and to provide an opportunity for our pre-service teachers (PSTs) to continue their internship by teaching online. The purpose of this research, consisting of two studies, was to examine experiences of 43 PSTs (first-, third- and fourth-years) during the OLS period of 8 weeks and how the OLS affected their mathematics teaching anxiety during Fall 2020. In the first study, we administered a survey to inquire into PSTs’ views on their experiences at the OLS, and in the second study we examined their mathematics teaching anxiety before and after the OLS experience using another survey. One main result was that the OLS experience served as an effective introduction to the profession for first-year PSTs and fourth- and third-year PSTs reported learning in-depth about online teaching in terms of the planning, teaching, and reflecting cycle. Another main result was that PSTs had mathematics teaching anxiety from “a little” to “a moderate amount” before the OLS and their teaching anxiety did not significantly change during the OLS period of 8 weeks. PSTs experienced highest mathematics teaching anxiety when they were observed and evaluated by supervisors during their teaching. The implications of these findings are discussed for teacher education programs.

La Ansiedad Hacia La Enseñanza De Las Matemáticas en Maestros en Formación Inicial

“…Asimismo, los resultados anteriores están concordancia con otros estudios contextualizados en Turquía, como Karakose et al (2023), o en Estados Unidos, como Brown et al (2011), pero contrastan con los resultados de otros trabajos, como el de Tunç-Pekkan et al (2023), también de Turquía. Dentro de las diferentes dimensiones de la ansiedad hacia la enseñanza de las matemáticas, la autoconfianza es baja, lo que concuerda con los resultados de Sánchez Mendías et al (2020), contextualizado también en España.…”

“…La literatura presenta resultados divergentes en cuanto a los niveles de ansiedad hacia la enseñanza de las matemáticas por parte del profesorado en formación. Específicamente una población de estudiantes de magisterio turcos manifiesta niveles bajos o moderados de ansiedad hacia la enseñanza de las matemáticas (Tunç-Pekkan et al, 2023). Sin embargo, Karakose et al (2023) reporta niveles altos de ansiedad hacia la enseñanza de las matemáticas en una población de estudiantes de magisterio también turcos.…”

Aligning Preservice Teachers’ Experiences for ICT Integration in Education in the School of Education at the University of Technology in South Africa

“…Vygotsky (1978) advocates for the employment of real-life situations and concurs that the PSTs could acquire the required knowledge and skills for incorporating ICT through real-world experiences in which they actively participate, engage, and reflect on some of the core practices. (Tunç -Pekkan et al, 2023). This implies that the lecturers should not only model but create authentic tasks for the PSTs to engage in technology integration.…”