Abstract
Mathematics teacher education is a complex, interdisciplinary enterprise requiring knowledge of teaching and learning as well as knowledge of mathematics. The Education and Training policy of Ethiopia reminds Teacher training institutions to gear their programmes towards the appropriate educational level for which they train teachers. Candidates of an in-service mathematics teacher training program have double identities: school teacher and university student. Yet, there is no vivid standard for Mathematics Teacher Educators in the country. Three basic questions were raised and answered by this study. What are the possible sources of stakeholders’ roles in training mathematics teachers? What would be the roles of mathematics teacher educators? What minimum competencies are expected of mathematics educators? A qualitative content analysis research approach was followed. By analyzing data collected from 25 in-service teachers, consulting official documents and reviewing related literatures, I have developed a framework of standards that illustrates an Educator’s roles, competencies and challenges as composite functions of practicing teachers’ experience and students’ expectation. This work will have impact on the theory of preparing Mathematics Teacher Educators and brings a new model of developing a Mathematics teacher education program.
Highlights
ARTICLE HISTORY Received 22 December 2016Revised 16 March 2017 Accepted 18 March 2017Nowadays, Mathematics teaching is more challenging and a teacher program is more demanding
The second part goes to the theoretical study of foundations of Mathematics Teacher Educators
This does mean that most of the Mathematics in-service Teachers might have studied the subject with no interest; or, the qualitative evaluation dominates the quantitative measure of a Teacher
Summary
Mathematics teaching is more challenging and a teacher program is more demanding. A formal Mathematics teacher education helps trainees to be more knowledgeable, adaptable, judicious, insightful, resourceful, reflective and competent professionals (Zaslavsky & Sullivan, 2011) so that the way students. YENEALEM AYALEW are taught in classrooms would be for better learning outcomes. These demand serious reflection on how to support frontline educators in developing their teaching skills. The challenge for mathematics teacher educators will be to find ways to describe the scope and depth of knowledge. Since a teacher educator is part of a learning system (Roesen, 2011), it demands serious reflection on how to support frontline educators in developing their teaching skills (Barter, Buchele, Reuter-Herzer & Selka, 2011)
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