Abstract
Objective: The study investigates first-year teacher education students’ self-directed learning through Computer-Aided Mathematics Instruction (CAMI).Methods: A total of 230 first-year mathematics teachers specialising in Further Education and Training (FET) phase teaching participated in the study, where responses from 50 student teachers were purposively and conveniently selected to report on in this paper. A qualitative research method approach was used and open–ended questionnaires were utilised to collect the data for first-year teacher education students’ self-directed learning. The questionnaires were analysed using descriptive data analysis.Results: Results of the study revealed that CAMI was used to monitor students’ learning, the time the learning takes place, the performance of the student within the duration of time, and to evaluate student performance. The results also revealed the skills that characterised self-directed learning and active learning where the student teachers were motivated to learn more and to solve difficult problems in mathematics.Conclusions: The study recommends technology integration, such as CAMI, in teacher education and teaching and learning in the Higher Education Institutions (HEIs), to promote self-directed learning and support effective learning for future learners.
Highlights
In this 21st Century, teachers in the classroom are to engage in active learning so that there is an improvement in self-directed learning (Mthethwa, 2018)
This paper looks at the subject matter knowledge of mathematical knowledge for teaching (MKfT) which is a combination of the three domains, namely; common content knowledge (CCK), horizon content knowledge (HCK) and specialised content knowledge (SCK) acquired by first year student teachers in a Higher Education Institutions (HEIs) through Computer-Aided Mathematics Instruction (CAMI)
Reports were generated by CAMI for individual student teachers which are accessed by the lecturer
Summary
In this 21st Century, teachers in the classroom are to engage in active learning so that there is an improvement in self-directed learning (Mthethwa, 2018). Many teachers stick to the same teaching methodologies and activities which were acquired during formal education without development of self-direction in learning (Ball, 2000). Educators in Higher Education Institutions (HEIs) should transmit knowledge, but they should provide guidance. In this regard, the prospective teachers in turn will be encouraged to guide the school learners in the future (Ben-Eliyahu & Linnenbrink-Garcia, 2015; Bishara, 2021). The prospective teachers in turn will be encouraged to guide the school learners in the future (Ben-Eliyahu & Linnenbrink-Garcia, 2015; Bishara, 2021) In this regard, the educators should develop programs that increases the Self-Directed Learning (SDL) of the prospective teachers
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
