Professional Ability System and Effective Strategies in Enhancing Teaching Competence Among Mathematics Student Teachers

Abstract

This study compares mathematics student-teachers' professional ability system and instructional practices. Content, pedagogical, technical, classroom management, and reflective practice were examined as part of their professional ability system. Modeling, guided practice, co-teaching, differentiation, technology integration, formative assessment, and collaborative learning were also assessed. The study also examined if student-teachers' professional ability system affects their math teaching practices. Content knowledge and effective teaching practices, especially modeling and guided practice, are strongly correlated. Teaching tactics and pedagogical knowledge are strongly correlated, underscoring their value in guided practice and collaborative learning. Although technological skill has a moderate association, it is essential for using digital tools in mathematics instruction. Collaboration in teaching is highly linked to classroom management skills. Modeling, guided practice, and formative assessment are strongly correlated with pedagogical content knowledge. Reflective practice is linked to all teaching styles, demonstrating its importance in improving mathematics education and permitting varied teaching methods. Modeling is linked to content, pedagogical, and reflective practice in teaching methodologies. Guided practice correlates well with content, pedagogical, and reflective practice. Classroom management and pedagogical content knowledge are closely related to co-teaching. Differentiation tactics strongly correlate with reflective practice and technical competency. Classroom management and reflective practice are strongly correlated with technology integration. The association between formative evaluation and reflective practice and differentiation is substantial. Reflective practice and differentiation are strongly linked in collaborative learning environments. For effective mathematics instruction, a full professional ability system must include topic knowledge, pedagogical understanding, technical competence, classroom management skills, and reflective practice. These components enable varied teaching methodologies, improving mathematical education. These components together shape effective mathematics instruction, as shown by the substantial correlations.