Preservice Teachers' Material Preparation Knowledge and Points to be considered While Developing the Material

Abstract

This study aimed to analyze knowledge of preservice teachers on material preparation process for mathematics lesson and their opinions about the points to be considered while developing material. In this context, in addition, it was intended to determine the preservice teachers' differences to use their knowledge on material preparation while developing materials in the course. To that end, 39 preservice teachers in total who studied in Elementary and Secondary School Mathematics Teaching Program at a state university in Southern Anatolia Region in the Fall semester of 2019-2020 academic year and who received "Instructional Technologies" and "Material Design in Mathematics Teaching lessons" were addressed two different open-ended questions in writing. Data obtained as a result of the applications performed were analyzed through content analysis. At this stage, the number of answers given by the students to the open-ended questions was determined and thus qualitative data were quantified. Then, frequency analysis and categorical analysis methods were noted in quantified data. At the end of the study, preservice mathematics teachers' both knowledge on material preparation process and points to be considered while developing material were gathered under three different sub-themes which are material use, content/design, and student. However, it was observed that preservice teachers focused mostly on content/design of the material among these sub-themes. It was found that priority order for the subthemes material use and student varied when looked both at knowledge on material preparation process and points that should be taken into account during material developing. It is seen that there are some differences in the priorities of the use of pre-service mathematics teachers' knowledge on material preparation while developing materials.

Critical Reflection on ELT Practicum: Stimulating Preservice Teachers’ Pedagogical Competence for Transformative Learning

“…When PSTs reflect on teaching practicum experiences to evaluate their attitudes, behavior, mentality, and competencies, it leads to new understandings and meanings for further development in PD [39] [43]. Furthermore, [34] and [30] reported that presenting content knowledge could not maximally provide PSTs as a problem-solving strategy. Still, they entail critical reflection practice to critically analyze, evaluate and fix problems for an ongoing process in stimulating their PC.…”