Training of Mathematics Teachers in a South African University

Abstract

The research reported in this paper examined the types of knowledge prioritized in two mathematics teacher training programmes in a South African university. To do this, focus was placed on the time spent training the future teachers in mathematics content knowledge, mathematics pedagogy knowledge and general pedagogy knowledge. Teacher trainees’ surveys and institutional surveys and other programmatic material available online and at the university provided data that described the two teacher training programmes: the general education and training and the further education and training programmes. Descriptive analysis of teacher trainees’ surveys and institutional surveys were also conducted. The findings revealed that the amount of time spent on mathematics content, mathematics pedagogy and general pedagogy in training teacher trainees and related programmatic characteristics is related to the proficiencies teacher trainees exit with from their preparation programmes.

DOI: 10.5901/mjss.2014.v5n23p1456