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Journal articles on the topic 'Mathematics teachers Training of Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.

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ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.
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2

Ernest, Paul. "Training mathematics teachers at a distance." Open Learning: The Journal of Open, Distance and e-Learning 2, no. 2 (June 1987): 32–35. http://dx.doi.org/10.1080/0268051870020207.

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Popel, M. V. "The cloud technologies for mathematics teachers training." CTE Workshop Proceedings 2 (March 20, 2014): 301–8. http://dx.doi.org/10.55056/cte.225.

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This article is devoted to modern approaches to interpretations of "the cloud technology", the types of cloud computing application for teachers training are discussed. A comparative analysis of Web-SCM SAGE and The Sagemath Cloud is made.Aim: to do a theoretical analysis of pedagogical application of Web-SCM SAGE and The Sagemath Cloud.Objectives: 1) to make an analysis of contemporary approaches to the interpretation of the concept of "of cloud technology"; 2) to consider Web-SCM in terms of the cloud-based environment; 3) to compare Web-SCM SAGE and The Sagemath Cloud.Object of study: the learning process of university students with the support of cloud technologies.Purpose of the study: to reveal the features of The Sagemath Cloud use in high school.Methods: the study of the domestic scientific pedagogical publications on the problems of implementation and use of advanced cloud technology, and Web-SCM including Web-SAGE and The Sagemath Cloud.Results: advantages and disadvantages of The Sagemath Cloud application in comparison to the Web-SCM SAGE are revealed.Conclusions considered various interpretations regarding the concept of "of cloud technology", comparison of Web-SCM SAGE and The Sagemath Cloud as learning tools.
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Bitter, Gary G., and Mary M. Hatfield. "Training elementary mathematics teachers using interactive multimedia." Educational Studies in Mathematics 26, no. 4 (June 1994): 405–9. http://dx.doi.org/10.1007/bf01279523.

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Popel, Maiia V. "USING COCALC AS A TRAINING TOOL FOR MATHEMATICS TEACHERS’ PRE-SERVICE TRAINING." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 251. http://dx.doi.org/10.33407/itlt.v68i6.2404.

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This paper deals with the problem of theoretical justification and development of scientific and methodological support for using the cloud service CoCalc as a tool for the formation of mathematics teachers’ professional competencies. The following contradictions exist concerning the processes of forming these competencies: between the level of abstraction of mathematical objects and the possibilities of providing their visualization by computer interpretation; between the expediency of widespread use of ICT services for mathematical purposes in the training of pre-service teachers of mathematics and the lack of opportunities for their provision to ICT subdivisions and pedagogical universities; between the feasibility of using ICT outsourcing of cloud infrastructure for the pre-service training of mathematics teachers in Ukraine and the non-adaptability of foreign cloud-based mathematical services to the requirements of national educational standards; between the possibilities of application of cloud mathematical services in the process of formation of professional competencies of mathematics teachers and the absence of an adequate method for their implementation. The paper describes the professional training of mathematics teachers in universities of Ukraine, and considers the national and foreign experience of using the cloud-based services in mathematics teachers’ pre-service training and also the tendencies and prospects of using CoCalc in teaching mathematical disciplines. The process of system design of mathematics teachers’ professional competencies is characterized, and the model of using the cloud service CoCalc as a tool for forming mathematics teachers’ professional competencies is developed. The indicators and levels (high, sufficient, medium, low) were identified for each component of the pre-service mathematics teachers’ professional competence system within the proposed model. The method of using CoCalc as a tool for forming professional competencies of mathematics teachers is developed and its basic components such as purpose, content, tools, methods and results are elaborated. Information regarding the stages of research and also the experimental work objectives and content are presented; the quantitative and qualitative analysis of the main stages (ascertaining, formative) of the pedagogical experiment is performed, confirming the hypothesis of the study.
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Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.

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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik
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Bonghanoy, Guillermo Baluyot, Alben P. Sagpang, Ronnie A. Alejan Jr., and Louie Resti Rellon. "TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS." Journal on Mathematics Education 10, no. 2 (May 31, 2019): 289–302. http://dx.doi.org/10.22342/jme.10.2.6882.289-302.

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This paper was an attempt to redesign the current professional development training for Mathematics teachers in the Philippines. Mathematics teachers claimed that most training and seminars they attended ignored their local work context; was routinely and was hardly applicable to their classroom milieu. By utilizing the transformative professional development training, the teachers identified the classroom issues that had confronted them; restructured their useful pedagogical ideas and instructional plans and materials; implemented these in their classrooms; and shared their reflections on the new teaching experiences. Qualitative data were gathered from focus group discussions and key informant interviews. University researchers (3), secondary Mathematics teachers (28), and students (250) from four rural public schools in the Hamiguitan Range participated. The teachers and students revealed that their lack of self and environmental understanding were the prevalent issues that led to critical behavior in Mathematical cognition and learning. By applying the transformative education in the classroom, promising results like better teacher performance, improved students' interest, and maximized student participation were evident. This transformative professional development training adequately responded to the teachers' work needs and was recommended to other areas of learning.
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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.

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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
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Gelfman, E. G., Y. K. Penskaya, and S. N. Tsymbal. "PSYCHODIDACTIC APPROACH TO TRAINING OF FUTURE MATHEMATICS TEACHERS." Tomsk state pedagogical university bulletin, no. 12 (2017): 100–108. http://dx.doi.org/10.23951/1609-624x-2017-12-100-108.

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Deza, Elena I. "Issues of Subject Training Fundamentalizing of Mathematics Teachers." Science and School, no. 6 (2021): 115–24. http://dx.doi.org/10.31862/1819-463x-2021-6-115-124.

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Meletiou-Mavrotheris, Maria, and Ana Serradó Bayés. "Distance Training of Mathematics Teachers: The EarlyStatistics Experience." RUSC. Universities and Knowledge Society Journal 9, no. 1 (January 15, 2012): 150. http://dx.doi.org/10.7238/rusc.v9i1.1275.

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Bitter, Gary G. "Training Prospective Elementary Mathematics Teachers Using Interactive Multimedia." Computers in the Schools 11, no. 1 (July 1994): 5–20. http://dx.doi.org/10.1300/j025v11n01_02.

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Zhernovnykova, Oksana. "Training Future Teachers of Mathematics: A Historical Perspective." International Letters of Social and Humanistic Sciences 66 (February 2016): 140–45. http://dx.doi.org/10.18052/www.scipress.com/ilshs.66.140.

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Training future teachers of mathematics differed in different years. Each stage of training had its own peculiarities and characteristics.The article reviewed and analyzed on the basis of the scientific literature, how evolved mathematics education in schools and develop mathematical training of students of pedagogical universities in different periods, starting from the XII century. to the present.
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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.

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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs. The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome. Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers. In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Torres Castillo, Rolando. "Teacher training and quality of mathematics education." Green World Journal 5, no. 1 (February 25, 2022): 009. http://dx.doi.org/10.53313/gwj51009.

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The problem of teacher training in mathematics at the secondary education level is recurrent, as shown in various publications on the history of education. Therefore, it is difficult to understand why so little progress has been made, despite the many complaints and proposals. In this sense, the aim of this study was to analyze the relationship between the training and the processes of improvement in the teaching of mathematics teachers. Currently, content knowledge is almost the only professional reference for most teachers. This is despite the fact that no one disputes the fact that teachers also need to have other knowledge of Didactics of Mathematics and knowledge derived from teaching practice. In this sense, it is important to establish a stable, rigorous and coherent institutional framework between university and non-university institutions involved in initial and continuing teacher training, which will make it possible to seriously and rigorously address the problems we have discussed.
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JENNINGS, SUE, and RICHARD DUNNE. "Training Teachers of Mathematics: The Role of the Mathematics Subject Tutor." Teaching Mathematics and its Applications 13, no. 2 (1994): 57–67. http://dx.doi.org/10.1093/teamat/13.2.57.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. "Web-based online course training higher school mathematics teachers." CTE Workshop Proceedings 7 (March 20, 2020): 648–61. http://dx.doi.org/10.55056/cte.420.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Castro-Rodríguez, Elena, Juan F. Ruiz-Hidalgo, Jose L. Lupiáñez, Jose A. Fernández-Plaza, Luis Rico, Isidoro Segovia, and Pablo Flores. "Specific Mathematics Learning Objectives Expressed by Teachers in Training." International Electronic Journal of Mathematics Education 17, no. 2 (February 2, 2022): em0675. http://dx.doi.org/10.29333/iejme/11670.

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Deza, Elena I., and Alexey N. Popov. "Training of Mathematics Teachers to Organize Olympiads for Schoolchildren." Prepodavatel XXI vek, no. 4-1 (2021): 171–83. http://dx.doi.org/10.31862/2073-9613-2021-4-171-183.

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Toumasis, Charalampos. "Problems in training secondary mathematics teachers: the Greek experience." International Journal of Mathematical Education in Science and Technology 23, no. 2 (March 1992): 287–99. http://dx.doi.org/10.1080/0020739920230215.

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Sulastri, R., R. Johar, M. Duskri, M. Ikhsan, and H. Meutia. "Developing mathematics training modules to enhance teachers’ content knowledge." Journal of Physics: Conference Series 1088 (September 2018): 012103. http://dx.doi.org/10.1088/1742-6596/1088/1/012103.

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PAVLOVA, Nataliya. "THE STRUCTURE OF FUTURE MATHEMATICS TEACHERS’ TRAINING IN BULGARIA." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2019): 108–12. http://dx.doi.org/10.31651/2524-2660-2019-1-108-112.

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Arnellis, Arnellis, Nonong Amalita, Elita Zusti Jamaan, Media Rosha, and Saddam Al Aziz. "Training of Mathematics Olympiad Contents by Using Edmodo App for Mathematics Teachers of MGMP of Junior High School in Bukittinggi City." Pelita Eksakta 4, no. 2 (November 30, 2021): 104. http://dx.doi.org/10.24036/pelitaeksakta/vol4-iss2/150.

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The purpose of this study is to improve the ability of mathematics olympiad coaches through the edmodo platform, and to find out the satisfaction of Bukittinggi junior high school mathematics teachers in fostering mathematics olympiads with the edmodo application. The target audience for the service is mathematics teachers in the Subject Teachers' Consultation (MGMP) at Bukittiggi Junior High School Mathematics. This training stage begins online with workshops from home, giving out questionnaires, administering tests, then followed by giving Edmodo platform skills, strengthening math olympiad training materials, and offline discussion sessions in the Edmodo class. The results of the training implementation showed that the mastery of Mathematics teachers in junior high schools in Bukittinggi City on the Olympic material through the tests given on the Edmodo platform was 76%, meaning that teachers who participated in this activity were able to conduct mathematics Olympiad coaching with the Edmodo application. While the results of the participant satisfaction questionnaire were 81.27% participants had good satisfaction with the training activities carried out.
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Curtis, Carol. "Keeping Our Nation's Mathematics Teachers." ISRN Education 2012 (December 17, 2012): 1–11. http://dx.doi.org/10.5402/2012/424715.

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Teacher retention has been an issue that has influenced education for many years. The purpose of this research was to uncover the factors that influence a mathematics teacher’s decision to leave the teaching profession. This study compared teachers’ responses by regions of the country, as well as responses between middle school and high school mathematics teachers. Findings from the study indicate an alarmingly high rate of teachers who will be leaving the teaching field for reasons other than retirement. The role of administrators in teacher retention is significant, and implications from the research suggest that an increase in administrator training could play a major role in keeping our nation’s mathematics teachers in the classroom.
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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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Harisman, Yulyanti, Muchamad Subali Noto, Mohd Hasril Amiruddin, Hamdani Syaputra, Suherman Suherman, and Setiyani Setiyani. "MATHEMATICS TEACHER'S PROFESSIONALISM IN TECHNOLOGY AND THE RELATIONSHIP TO THEIR TEACHING." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 4 (December 31, 2022): 3188. http://dx.doi.org/10.24127/ajpm.v11i4.5902.

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The background of this research is the importance of involving technology in the learning process. This study aims to see teachers’ interests, beliefs, and teaching processes using Adobe Premiere Pro software to categorize teachers’ professionalism. Furthermore, this study also describes the relationship between interests, beliefs, and the teaching process of teachers. This type of research is qualitative research with a case study method. 19 (nineteen) teachers from 11 (eleven) junior high schools in Padang, Indonesia were selected as research subjects. The research process has a reasonably long duration. At the beginning of the study, teachers were given the training to develop learning videos using Adobe Premiere Pro software. This software was chosen because it is challenging to use and is considered suitable as a medium for developing teacher digital literacy. The training was carried out in 5 meetings. The training is carried out by experts in their fields, from getting to know the tools to video rendering. Afterward, the teachers were given a questionnaire to determine their interest in the training. In addition, teachers are given open-ended questions to see teachers' beliefs in using technology in learning. The final stage of this research is to observe learning using observation sheets. This study found three types of teachers using technology: Technologically advanced teachers, technologically routine teachers, and technologically naive teachers. Technologically advanced teachers believe that technology plays an essential role in learning. Technologically routine teachers are teachers who sometimes use technology in the learning process, and technologically naive teachers are teachers who do not use technology in the learning process.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.

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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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Shkerina, L. V. "PROFESSIONAL DEFICITS AMONG MATHEMATICS TEACHERS AND THEIR CAUSES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, no. 2 (June 30, 2021): 82–92. http://dx.doi.org/10.25146/1995-0861-2021-56-2-274.

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Statement of the problem. The reform of Russian education, which is in demand by the rapid technical development of all branches of production, is associated with the search for opportunities for appropriate changes in its content and methodological aspects. The general education school requires more and more from a teacher, thus creating a certain tension in terms of the growth of professional deficits among teachers. The purpose of the article is to determine the main approaches to identifying professional deficiencies among mathematics teachers, their structure and causes. Methodology (materials and methods). The research methodology consisted of a competence-based approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as a basis for diagnosing professional deficiencies of a mathematics teacher; Federal State Educational Standard of Higher Education in the direction of training “Pedagogical education”, professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education)”; module “Discipline training. Mathematics”, the requirements of the Federal State Educational Standard for the mathematical training of secondary school students. Research results. The composition of professional deficits among mathematics teachers was revealed and substantiated: discipline-wise, methodological and general pedagogical competencies. The main causes for the emergence of professional deficits among mathematics teachers are formulated: shortcomings of professional training at the university; inconsistency of terms in the requirements for professional competence in the Federal State Educational Standards and the Professional Teacher Standard; overestimated requirements of the employer in terms of the workload; insufficient dissemination of experience obtained from individual advanced training of a mathematics teacher. Conclusion. The approach proposed in the article to structuring the professional deficits among mathematics teachers and describing the complex of causes for their occurrence can be extended to the study of professional teacher deficits in other subject areas.
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Zulkardi, Zulkardi, and Ratu Ilma Indra Putri. "Supporting Mathematics Teachers to Develop Jumping Task Using PISA Framework (JUMPISA)." Jurnal Pendidikan Matematika 14, no. 2 (June 30, 2020): 199–210. http://dx.doi.org/10.22342/jpm.14.2.12115.199-210.

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The new revision of Curriculum 2013 stresses mathematics literacy tasks that force students to use their higher-order thinking skills (HOTs) and collaborative learning. In the Lesson study for the learning community, teachers deal with two kinds of problems: easy task or sharing and jumping task. This paper aims to report the process of training or professional development of mathematics teachers in Palembang in developing tasks, both sharing and jumping, using the PISA framework. This research used the development research method. Three main activities during the training are: Introducing what and why PISA items from 2000 – 2018; Developing PISA-items for jumping task; and The formative evaluation to measure teachers’ knowledge after training. Results show that mathematics teachers who follow the training can produce their items, share, and jump, using the PISA framework. To conclude, the task design training program using examples of PISA like can support teachers in developing their task, both sharing and jumping.
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Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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Dariia, Voznosymenko. "PEDAGOGICAL CONDITIONS OF SPECIAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS TO PROVIDE VALEOLOGICAL SUPPLY OF MATHEMATICS TEACHERS." Scientific Issues of Vinnytsia State M. Kotsyubynskyi Pedagogical University. Section: Pedagogics and Psychology 243, no. 56 (2018): 80–85. http://dx.doi.org/10.31652/2415-7872-2018-56-80-85.

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Avram, Virtop Sorin. "Challenging paradigms in the continuous training of teachers from curricular area Mathematics and Science." Contemporary Educational Researches Journal 6, no. 2 (December 3, 2016): 41. http://dx.doi.org/10.18844/cerj.v6i2.860.

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Continuous training of teachers has proved a cornerstone for changing teaching from a mere activity to a profession. The teaching career is regulated by a special methodology which implies the three stages: definitive, second grade and first grade. These are supported by continuous training of teachers educational policy and activities. The various levels of change that emerged from the educational reform processes after 1989 did not leave the continuous training of teachers untouched. This paper refers to the continuous training of Mathematics and Science teachers through the project “Continuous training network for teachers to use multimedia, virtual instruments web 2.0 in the curricular area of Mathematics and natural sciences (Proweb)”. This paper discusses the activities and results of the counties (Gorj, Dolj, Olt, Caraş-Severin and Mehedinţi) for which the “Constantin Brâncuşi” University of Târgu Jiu, România had the responsibility for continuous training. ( project POSDRU/157/1.3/S/141587).
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Lima Cangirana de Jesus, Dináurea, and Márcio Wendel Santana Coêlho. "CONTINUING EDUCATION OF MATHEMATICS TEACHERS." Revista Gênero e Interdisciplinaridade 3, no. 05 (November 6, 2022): 372–85. http://dx.doi.org/10.51249/gei.v3i05.978.

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The investigations about continuing education in the school environment highlight the importance of appreciating the work of the teaching professional. Based on this assumption, this article is a text whose objective is to show the contribution and importance of continuing education for teaching practice. Seen in this way, the need for specific training in the area of ​​mathematics is one of the reasons why teachers feel the need for this qualification, since it enables a better performance of pedagogical work, and, consequently, a quality teaching, contemplating the student with a mathematics that goes beyond the walls of the school, and presents them with a new and broader vision of the study of mathematics. In view of the above, this study presents a bibliographic review providing a more intimate view of the educational reality, as well as the teaching-learning process.
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Ramatlapana, Kim Agatha. "Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives." Journal of Mathematics Teacher Education 12, no. 2 (April 2009): 153–59. http://dx.doi.org/10.1007/s10857-009-9101-8.

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Shmigirilova, Irina B., and Olga V. Grigorenko. "SMART TECHNOLOGY TO TRAIN FUTURE MATHEMATICS TEACHERS." Actual Problems of Education 1 (January 30, 2020): 164–68. http://dx.doi.org/10.33764/2618-8031-2020-1-164-168.

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The concept of smart technologies in education is analyzed and the need to establish the pedagogical utility of the technologies used is considered. Examples of the use of smart technologies in university training of future mathematics teachers are given. The strategy of conducting a smart class is described.
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Al Maududi, Roni, Rini Widia Putri, and Purni Munah Hartuti. "GeoGebra Training for Making Mathematics Learning Media at SMPN 11 Depok." REKA ELKOMIKA: Jurnal Pengabdian kepada Masyarakat 2, no. 2 (December 21, 2021): 67–74. http://dx.doi.org/10.26760/rekaelkomika.v2i2.67-74.

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The purpose of this community service activities is to introduce and provide a GeoGebra training to Mathematics teachers at SMP Negeri 11 Depok. GeoGebra is a software that is used as a learning media in Geometry and Algebra as an innovation in learning Mathematics. So far, teachers are using simple tools only to explain about some topics in Mathematics to the students. The community service team will introduce and give a GeoGebra training. The methods that are used are training methods, accommodation, and discussion. The training is carried out by providing theories and practices to the teachers to operate the GeoGebra for Geometry and Algebra. The output target in this community service is the teachers can use GeoGebra as a learning media in Mathematics especially in Geometry and Algebra, GeoGebra module, and scientific articles.
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Bondarchuk, Olena, and Hanna Pecherska. "Changes of professional value orientations of teachers in the system of postgraduate education." Social welfare : interdisciplinary approach 3, no. 1 (June 29, 2012): 66–78. http://dx.doi.org/10.15388/sw.2012.28212.

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The paper presents the features of changes in professional value orientations of teachers in the system of postgraduate education. The means implementing the development of the program and change of teachers’ professional value orientations was a special course-training, which provided the impact on cognitive, emotional-evaluative and behavioral components of professional value orientations. Results of the formative experiment demonstrated the possibility of the development of professional value orientations of teachers and effectiveness of the special course-training proposed for professional teacher training in the system of postgraduate education.
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Pratsiovytyi, Mykola, Oxana Trebenko, Oleksandr Shkolnyi, and Yanina Goncharenko. "DUAL EDUCATION AS A MEAN OF ENSURING PROPER QUALITY OF PROFESSIONAL TRAINING OF MATHEMATICS TEACHERS IN MODERN UKRAINE." Physical and Mathematical Education 36, no. 4 (September 12, 2022): 64–69. http://dx.doi.org/10.31110/2413-1571-2022-036-4-009.

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Formulation of the problem. Qualitative training of teachers, in particular, teachers of mathematics, has always been and is the primary task of a pedagogical university. Currently, in pedagogical universities of Ukraine, master's training takes place in the traditional way, which involves reading lectures, conducting practical, laboratory and seminar classes, as well as practice at school. However, the traditional master's training scheme cannot be adequately provided always, because a significant part of students forced to work at school, and therefore do not attend the required number of lectures and practical classes, and practice at school is reduced to "practicing" it at the workplace. One of the effective ways to solve this problem is to create an effective system of qualitative combination of theoretical and practical training of future teachers with professional activities even during their studies at the university. Materials and methods. To achieve the goal of the work, we use the theoretical method of analyzing methodological literature on the researched problem. We also use some empirical methods: surveying students regarding their employment, observing the educational process of teacher training in pedagogical universities, analyzing the educational achievements of future mathematics teachers in the field of their theoretical and practical training. In this article, we also use a set of methods of scientific knowledge: comparative analysis to clarify different views on the problem; systematization and generalization in order to draw conclusions and formulate recommendations regarding directions for improving the methodology of training future mathematics teachers; summarizing the pedagogical experience and observations of the authors. Results. To reduce the main shortcomings of the traditional forms and methods of training future specialists, to overcome the gap between the teacher training program at the university and the current requirements of school practice, and to increase the quality indicators of the training of qualified personnel, taking into account the requirements of employers, with the aim of acquiring education seekers experience in the practical application of practical skills and their social and professional adaptation to the conditions of real practical activity is possible, in our opinion, by introducing a dual form of education. Solving the problem is envisaged through the implementation of a set of measures to modernize the structure, content, technologies and methods of training mathematics teachers, including the development and implementation of mutually beneficial partnership models between higher education institutions, employers and students, aimed at increasing the effectiveness of practical training of future teachers for the practical application of acquired knowledge and skills, their social and professional adaptation in the conditions of real professional activity. Conclusions. We are aware that the dual form of education is not the only way to overcome the crisis of mathematics teacher training in Ukraine. However, in our opinion, it is this form that allows to harmoniously combine the theoretical and practical training of the future teacher, will contribute to the establishment of mechanisms of close interaction between institutions of higher education that prepare teachers and institutions of general secondary education to take into account the needs of schools and the requirements of employers for professional teacher training. The introduction of a dual form of education will help to change the attitude towards one's own profession among teachers themselves, since the process of passing on experience from a teacher-mentor to a student ensures awareness of the necessity of one's own profession both for the entire society and for the next generations of teachers.
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Caurcel Cara, María Jesús, Emilio Crisol Moya, and Carmen del Pilar Gallardo-Montes. "Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers." Mathematics 9, no. 14 (July 19, 2021): 1697. http://dx.doi.org/10.3390/math9141697.

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Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.
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Seitkhanova, A. K. "THE IMPACT OF UNIVERSITY MATHEMATICS TEACHER TRAINING PROGRAMS ON THE QUALITY OF EDUCATION IN SCHOOLS." BULLETIN Series of Pedagogical Sciences 72, no. 4 (December 15, 2021): 133–42. http://dx.doi.org/10.51889/2021-4.1728-5496.16.

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In connection with the implementation of the updated content of secondary education in schools of Kazakhstan, the issue of improving the methodological training of future teachers of mathematics in higher education institutions is relevant. Mathematics is able to make a significant contribution not only to the overall development of personality, but also to the formation of character, moral traits, contributes to the development of aesthetic perception of the world. Thus, teacher training universities faced a number of difficulties in teaching mathematical subjects. The effectiveness of the modernisation of Kazakhstan's schools depends on the level of teachers' understanding of the main ideas of innovative processes and their readiness to implement these changes. In this case, the amount of responsibility in training future teachers, in particular teachers of mathematics, will increase. After all, the level of mathematics education and training of a mathematics teacher often determines the level of knowledge of the population and the competitiveness of professionals. Higher education institutions preparing mathematics teachers should therefore pay attention to updating the content of secondary education, i.e. the issue of training future teachers of mathematics at university will be addressed through the development of educational programmes aimed at training teachers in the new format.
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Galeta, Yaroslav. "ISSUES OF TRAINING MATHEMATICS TEACHERS PRESENTED IN PSYCHOPEDAGOGICAL RESEARCH WORKS." Science and Education 24, no. 12 (December 2016): 33–37. http://dx.doi.org/10.24195/2414-4665-2016-12-8.

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Jácome, Marco. "Competency-Based Training Model for Mathematics Teachers in Virtual Platforms." International Journal for Cross-Disciplinary Subjects in Education 7, no. 3 (September 30, 2016): 2864–68. http://dx.doi.org/10.20533/ijcdse.2042.6364.2016.0390.

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Zhukova, V. M. "OBJECTIVES OF INFORMATIC TRAINING FOR THE FUTURE TEACHERS OF MATHEMATICS." Educational Dimension 21 (September 1, 2008): 43–48. http://dx.doi.org/10.31812/educdim.6636.

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This article is devoted to the model planning of forming IT (information-technology) competences of specialists in mathematics. The article focuses on the aim ofpreparing of future teachers of mathematics
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Kaye, David. "Using the history of mathematics in training adult numeracy teachers." BSHM Bulletin: Journal of the British Society for the History of Mathematics 21, no. 2 (July 2006): 86–89. http://dx.doi.org/10.1080/17498430600803466.

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Garner-Gilchrist, Cathine. "Mathematics Institute: An Inservice Program for Training Elementary School Teachers." Action in Teacher Education 15, no. 3 (October 1993): 56–60. http://dx.doi.org/10.1080/01626620.1993.10463165.

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Ningtiyas, F. A., and Jailani. "Does Teacher’s Training Affect the Pedagogical Competence of Mathematics Teachers?" Journal of Physics: Conference Series 1097 (September 2018): 012106. http://dx.doi.org/10.1088/1742-6596/1097/1/012106.

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Koroliuk, O. M. "PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS IN GREAT BRITAIN." Innovate Pedagogy 1, no. 52 (2022): 133–38. http://dx.doi.org/10.32782/2663-6085/2022/52.1.25.

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Ngololo, Elizabeth Ndeukumwa, and Leena Ngonyofi Kanandjebo. "Becoming reflective practitioners: Mathematics student teachers' experiences." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 2 (March 26, 2021): 128–41. http://dx.doi.org/10.23917/jramathedu.v6i2.12375.

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The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.
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Amrullah, Amrullah, Nilza Humaira Salsabila, Junaidi Junaidi, Hapipi Hapipi, and Sudi Prayitno. "Pelatihan Geogebra Sebagai Media Pembelajaran Matematika Pada Guru-Guru SMP Di Kota Mataram Tahun 2021." Rengganis Jurnal Pengabdian Masyarakat 1, no. 2 (November 30, 2021): 146–55. http://dx.doi.org/10.29303/rengganis.v1i2.94.

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In the 2019 survey, 82.2% of teachers never participated in media training, especially learning media based on geogebra technology. Meanwhile, 92.8% of teachers stated that mathematics requires learning media. The low quality of education in NTB requires special attention from both the government and the private sector, so it is important to conduct technology-based learning media training in order to improve the quality of education, especially improving the quality of teachers. The training was carried out using offline and online methods for two days, 19 and 20 August 2021 at SMPN 16 Mataram. The training was attended by 22 participants from junior high school mathematics teachers in the city of Mataram. In the implementation of the training, an evaluation was carried out using questionnaires and observations. The conclusions from the results of the service were as follows: Geogebra training as a medium for learning mathematics for SMP teachers in the city of Mataram in 2021 received a very good response and was well received by the teachers. Geogebra training as a medium for learning mathematics for junior high school teachers in the city of Mataram in 2021 is very in line with what is expected by mathematics teachers in the City of Mataram and increases teacher competence in the context of applying technology in learning to develop technology-based mathematics learning media.
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