The Role of Teaching and Learning Theories in Preparing Student Teachers to Teach Mathematics and Enhancing Learners' Readiness to Learn: A Case Study of Bia Lamplighter College of Education in Ghana

Abstract

Aim: The study aimed to investigate the role of teaching and learning theories in preparing teachers to teach mathematics and in enhancing students' readiness to learn. Specifically, the study explored the application of constructivist and pedagogical content knowledge (PCK) theories in a teacher preparation program and in classroom instruction.
 Study Design: The study employed a case study design and involved pre-service teachers and their students in a mathematics classroom. Data was collected through interviews, observations, and document analysis.
 Methodology: The study employed a case study design to investigate the application of constructivist and PCK theories in a teacher preparation program and in classroom instruction. The study involved pre-service teachers and their students in a mathematics classroom. A purposive sampling technique was used to select ten (10) final year student teachers who can provide rich and detailed information about their readiness to teach and learn mathematics, as well as their understanding and application of learning and teaching theories. Also, one hundred (100) students were purposively selected for the study. Data was collected through interviews, observations, and document analysis and was analyzed using thematic analysis.
 Results: The findings revealed that pre-service teachers who were exposed to constructivist and PCK-based instruction in their teacher preparation program were better equipped to design and deliver mathematics lessons that promote active learning and deep understanding of mathematical concepts. Moreover, students who were taught in a constructivist and PCK-based learning environment demonstrated higher levels of readiness to learn mathematics. The study provides insights into the effectiveness of using learning and teaching theories in mathematics education and highlights the importance of incorporating these theories in teacher preparation programs.
 Conclusions: Based on the findings and analysis of this study, it can be concluded that the application of constructivist and PCK-based instruction in mathematics teacher preparation programs has a positive impact on pre-service teachers' readiness to teach mathematics.
 To successfully incorporate constructivist and PCK-based instruction in mathematics teacher preparation programs, it is important to provide adequate support and training for instructors and to engage in ongoing evaluation and refinement of these programs. By doing so, we can help to ensure that future mathematics teachers are prepared to effectively facilitate learning and promote mathematical understanding in their classrooms.