Changes in Pre-service Teachers’ Awareness and Perspective to ...

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  • Title: Changes in Pre-service Teachers’ Awareness and Perspective toward an Online Mathematics Methods Course
  • Author(s): Hsing-Wen Hu, Grant Sasse, Wei-Ying Hsiao
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Technology, Knowledge & Society
  • Journal Title: The International Journal of Technology, Knowledge, and Society
  • Keywords: Online Teaching, ASSURE Model, TPACK, Pre-service Teacher
  • Volume: 14
  • Issue: 3
  • Year: 2018
  • ISSN: 1832-3669 (Print)
  • DOI: https://doi.org/10.18848/1832-3669/CGP/v14i03/47-65
  • Citation: Hu, Hsing-Wen, Grant Sasse, and Wei-Ying Hsiao. 2018. "Changes in Pre-service Teachers’ Awareness and Perspective toward an Online Mathematics Methods Course." The International Journal of Technology, Knowledge, and Society 14 (3): 47-65. doi:10.18848/1832-3669/CGP/v14i03/47-65.
  • Extent: 19 pages

Abstract

This study investigated the phenomena of how the online teaching mode (ASSURE model) impacted thirteen pre-service teachers’ (PSTs) awareness and perspectives toward mathematics instruction. To examine PSTs experience, this study first conducted a pre-reflection at the very beginning of an online mathematics methods course and then a post-reflection at the end of the course. This study found that a well-designed online curriculum not only changed PSTs’ awareness and perspectives toward an online mathematics methods course, but also impacted the PSTs’ pedagogical and content knowledge in mathematics teaching. Furthermore, it provides PSTs opportunities to develop their TPACK knowledge for them to transform mathematics teaching in the classroom.