Abstract:
Teachers’ professional development in many countries is initiated through practice-teaching. Hence, ever since the establishment of Farhangian University in 2012, four courses of student teaching have been offered within the mathematics teaching curriculum in order to help future teachers with their professional development and increase their practical abilities. Given the high level of dissatisfaction with these courses, a survey was conducted among both graduates and currently enrolled students in order to identify the roots of the expressed dissatisfaction, and make the necessary adjustments in the curriculum. To collect the necessary data, respondents were interviewed. Data analyses revealed that the curriculum needs a fundamental revamping. This conclusion lead to the redesigning of the four practicums based on the collected data which constitute the results of this survey.
Machine summary:
Practicums: A platform for creating professional wisdom in student-teachers Farhangian University Dr. Zahra Gooya1 Maryam Binesh 2 Dr. Soheila Gholam Azad3 In this article, after reviewing teacher professional development programs in several countries, their emphasis on practical training has been observed.
In the revision of the bachelor's program in mathematics education of this university, which began in Azar 1397 (SH), due to dissatisfactions that existed regarding the practicum courses, its documents were systematically qualitatively content-analyzed, and a field research was also designed and implemented to identify the roots of the problems of these courses and, based on the findings obtained from it, to revise the four practicum courses in the program.
Abstract: Keywords: Farhangian University, student-teachers, professional development, revised bachelor's program in mathematics education, 1399 approved program, practicum courses Date received: 1399/4/4 Date accepted: 1400/2/18 1.
Professional development of student-teachers in the world Findings of many researchers such as White, Jaworski, Agudelo-Valderrama & Gooya1 (2013), Perks & Prestage2 (2008, cited in Morteza Mehrabani, 1395), Ball, Thames & Phelps3 (2008), Fennema & Franke4 (1992), and Shulman5 (1986), have shown that teachers, in order to teach mathematics, need various types of knowledge that provide them with necessary information about students and help them recognize educational systems and structures, be aware of various methods of mathematics teaching and learning, possess subject-matter knowledge, and be equipped with knowledge of classroom management, use of educational resources, and evaluation methods.
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