Secondary pre-service teachers’ voices of becoming mathematics teachers

ABSTRACT

This paper captures and reports on mathematics pre-service teacher (PST) voices. Mathematics PSTs, in a tertiary mathematics secondary curriculum teaching subject assessment, were asked to perform a small-scale literature review on an issue they identified as important in mathematics teaching. The assessment, written as an article, required literature-based recommendations, a reflection on how this would impact the PST’s future teaching and guidance for all mathematics teachers. The article was aimed for publication by the Mathematics Association of Victoria—a state-based mathematics professional association in Australia. PSTs were advised that articles would potentially be published, and their voice would reach practicing mathematics teachers. The published articles, which capture pre-career mathematics teacher voices were analysed for insight into what four PSTs said of their future teaching to a mathematics teacher audience. The professional teacher standards were recognised to influence comments given the strong emphasis of standards within initial teacher education courses. Findings speak to what mathematics PSTs expect of their future teaching role prior to being in-service. The paper contributes a snapshot of early established professional voices in a discipline where there is currently a shortage and highlights the messages that emerged.

KEYWORDS:

• Mathematics
• secondary pre-service teachers
• published voices
• pre-career mathematics teachers

Disclosure statement

No potential conflict of interest was reported by the author.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Jacolyn Weller

Dr Jacolyn Weller is a senior lecturer in STEM education in initial teacher education (ITE) at La Trobe University. She is a mid-career researcher with more than 20 years secondary school teaching experience. Her discipline repertoire includes science, chemistry, mathematics, and information technology teaching. A strong philosophy of a practical approach frames her advocacy of experiential teaching. Her research focus is based on the sustainability of teachers in the teaching profession and extends into innovative STEM teaching and assessment, professional development, and partnerships inclusive of partnerships that include professional experience.