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Mathematics teacher educators’ knowledge sources in teacher education practices

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Abstract

This study aims to document and examine mathematics teacher educators’ (MTEs) knowledge sources in teacher education practices. The study adopts a mixed-method, embedded research design. Data were collected via a questionnaire with elicitations about MTEs’ descriptive features as well as with open-ended items. Target population was all MTEs working in mathematics education departments across Turkish universities. The questionnaire was emailed to all MTEs, and 281 out of 522 returned with their answers. MTEs’ written statements were examined via inductive thematic analysis. A post hoc quantitative analysis was also conducted to explore the relationships between knowledge sources and four variables: gender, self-identification, teaching experience and academic ranking. The analysis allowed the determination of a variety of knowledge sources in teacher education practices and established certain relationships. The findings are discussed with regard to MTEs’ professional development, conceptions of knowing and learning and the contribution of different sources to the teacher education practices.

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Funding

This study is as a by-product of the second authors’ doctoral work supported by Scientific Research Project Unit of Gaziantep University, Turkey (Grant number: EF.DT.16.01).

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Correspondence to Mehmet Fatih Ozmantar.

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Appendix 1. Questionnaire applied to mathematics teacher educators

Appendix 1. Questionnaire applied to mathematics teacher educators

Do you have teaching experience?

(   )No

 

(   )Yes

Please indicate at what level and the duration in years.

…… years at primary level

…… years at secondary level

…… years at high school level

How would you identify yourself?

(   ) Mathematician

(   ) Mathematics Educator

  1. 1.

    How would you describe the notion of “effective mathematics teaching”?

  2. 2.

    What features do you focus on while evaluating the effectiveness (strengths and weaknesses) of a mathematics teaching in the classroom? Please explain in detail.

  3. 3.

    To what features do you pay particular attention during your lectures in order to set an example for your students to become effective teachers of mathematics in the future?

  4. 4.

    What kind of extracurricular activities do you design for your students towards their development to be able to teach mathematics effectively in the future?

  5. 5.

    What are your knowledge sources that constitute the basis for all your explanations until now about effective mathematics teaching?

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Ozmantar, M.F., Agac, G. Mathematics teacher educators’ knowledge sources in teacher education practices. Math Ed Res J 35, 175–201 (2023). https://doi.org/10.1007/s13394-021-00382-x

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