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RESEARCH PAPER
The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching
1
Dire Dawa University, ETHIOPIA
2
Addis Ababa University, ETHIOPIA
Publication date: 2021-04-27
EURASIA J. Math., Sci Tech. Ed 2021;17(5):em1964
KEYWORDS
ABSTRACT
The major objective of this study was to examine the effect of Ethiopian pre-service primary school
teacher education program to mathematics teacher’s knowledge and assess teacher educator’s
awareness about Mathematics Knowledge for Teaching. The study employed quantitative and
qualitative research approaches. It was also used survey and narration research design. The
population of this study were all third-year pre-service teacher classes in generalist, specialist and
linear modality classes in three sampled colleges of teacher education such as: Kotebe
Metropolitan University, Hawassa College of teacher education and Arba Minch college of teacher
education. The sampling technique used was purposive sampling. The result showed that program
type has no effect on the mean scores between specialist and linear students in Mathematics
Knowledge for Teaching scale. Significant difference was not observed in mean score of
Mathematics Knowledge for Teaching test against gender. The findings also showed that teacher
educators have no enough knowledge/awareness about the term Mathematics Knowledge for
Teaching and its components. Thus, the study suggested that successive training should be
organized to train teacher educators about Mathematics Knowledge for Teaching and
mathematics pedagogies and recent mathematics education theories in general.
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