Citation

Teacher training differences, teacher mathematics knowledge, and teaching quality in Botswana and South Africa: A comparative analysis

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Abstract:

Primary teacher training in South Africa and Botswana have undergone important changes in the past 15 years and this could have had important implications for the quality of training in the two countries. This paper draws on a literature that suggests a strong relation between the content and pedagogical content training of mathematics teachers and their mathematical content and pedagogical content knowledge. The empirical data for the quality of training primary teachers receive in Botswana and South Africa is drawn from an IEA study of mathematics teacher education in Botswana and Ministry of Education-sponsored studies in South Africa. The empirical data for linking the training primary teachers have received, their mathematical knowledge, and the quality of their teaching is drawn from questionnaires and mathematics tests given to 120 sixth grade mathematics teachers in North West province, South Africa and in Botswana and video tape analysis of their classroom teaching.
The data are still being analyzed, so final results are not yet available. However, preliminary analysis suggest that teacher mathematics knowledge is significantly higher in Botswana than in South Africa and that this may be linked to some factors associated with quality of teacher training differences between the two countries.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486440_index.html
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MLA Citation:

Major, Thenjiwe. and Mokgosi, Lilian. "Teacher training differences, teacher mathematics knowledge, and teaching quality in Botswana and South Africa: A comparative analysis" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486440_index.html>

APA Citation:

Major, T. E. and Mokgosi, L. "Teacher training differences, teacher mathematics knowledge, and teaching quality in Botswana and South Africa: A comparative analysis" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486440_index.html

Publication Type: Panel Paper
Abstract: Primary teacher training in South Africa and Botswana have undergone important changes in the past 15 years and this could have had important implications for the quality of training in the two countries. This paper draws on a literature that suggests a strong relation between the content and pedagogical content training of mathematics teachers and their mathematical content and pedagogical content knowledge. The empirical data for the quality of training primary teachers receive in Botswana and South Africa is drawn from an IEA study of mathematics teacher education in Botswana and Ministry of Education-sponsored studies in South Africa. The empirical data for linking the training primary teachers have received, their mathematical knowledge, and the quality of their teaching is drawn from questionnaires and mathematics tests given to 120 sixth grade mathematics teachers in North West province, South Africa and in Botswana and video tape analysis of their classroom teaching.
The data are still being analyzed, so final results are not yet available. However, preliminary analysis suggest that teacher mathematics knowledge is significantly higher in Botswana than in South Africa and that this may be linked to some factors associated with quality of teacher training differences between the two countries.


Similar Titles:
Effects of subject-related training, teaching experiences, and contrived curriculum and teaching organization on Chinese elementary teachers’ mathematics knowledge for teaching

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