Transformation of theoretical knowledge into instructional practice: A mathematics teacher's journey
TED University, Turkey
Gazi University, Turkey
Our study aimed to examine the transformation of pre-service mathematics teachers' theoretical knowledge into in-service mathematics teachers' instructional practice. We carried out seven focus group interviews, three individual phone call interviews, and classroom observations in four semesters with three Turkish pre-service mathematics teachers. This longitudinal study provides a significant insight into the transformation of knowledge through three phases: (i) theoretical knowledge (pre-service teacher education); (ii) practices in internships (pre-service teacher education); and (iii) real classroom settings (in-service teaching experience). The participants realised the difficulties related to implementing student-centred approaches when they experienced real classroom settings during their internships. Despite the participants' rigorous knowledge of teaching and motivation, their realisation about practice was changed through the experiences they had during their internships. Upon becoming in-service mathematics teachers, the participants encountered a need to adapt student-centred activities according to their student and classroom circumstances.
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|Authors: Dr Elçin Emre-Akdoğan (corresponding author) is a lecturer in the Department of Mathematics and Science Education at the TED University, Ankara, Turkey. Her research interests are teaching and learning of mathematics, mathematical discourse, and commognitive theory.|
Dr Gönül Yazgan-Sağ is a research assistant in the Department of Mathematics and Science Education at the Gazi University, Ankara, Turkey. Her research interests are teaching and learning of mathematics, mathematical creativity and giftedness, teacher education, self-regulated learning, and problem solving.
Please cite as: Emre-Akdoğan, E. & Yazgan-Sağ, G. (2019). Transformation of theoretical knowledge into instructional practice: A mathematics teacher's journey. Issues in Educational Research, 29(1), 55-69. http://www.iier.org.au/iier29/emre-akdogan.pdf