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The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools
Thesis (PhD (Science, Mathematics, and Technology Education))--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613554488639488 |
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| access_status_str | Open Access |
| author2 | Van Putten, Sonja |
| author_browse | Van Putten, Sonja |
| author_facet | Van Putten, Sonja |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Science, Mathematics, and Technology Education))--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/91242 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:59.731Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/91242 The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools Van Putten, Sonja zdibane@gmail.com Botha, Hanlie Dibane, Zanele UCTD Mathematics teacher identity Non-specialist teachers Professional development Lesson plans Teacher-centered learning Education theses SDG-04 SDG-04: Quality education Thesis (PhD (Science, Mathematics, and Technology Education))--University of Pretoria, 2023. The development of mathematics teacher identity in ten purposefully selected Grade 6 non-specialist primary school mathematics teachers was explored with reference to their subject matter knowledge and didactical expertise. This was done utilising Beijaard et al.'s (2000) framework. Semi-structured interviews, lesson observations, and document analysis of lesson plans were used to collect data. The researcher applied inductive and deductive analysis using themes that were predetermined from the conceptual framework, as well as the categories and codes that emerged from the data. This study has revealed that there is a limited possibility that non-specialist mathematics teachers can develop their Mathematics Teacher Identity (MTI) through practice. The results indicate that the MTI of non-specialist teachers is not developed through practice as the participants demonstrated insufficient subject matter knowledge and a lack of didactical expertise. In particular, the ten participants demonstrated a lack of confidence, made many mistakes, and could not explain the various concepts explicitly. They also did not plan their lessons sufficiently. All of the participants used only a teacher-centred approach, which did not accommodate the diverse needs of the learners. The general approach that was observed did not facilitate accessing the learners’ understanding while teaching, since they only asked lower cognitive level questions. Furthermore, the results from this study showed that these non-specialist mathematics teachers’ beliefs and contextual factors had a negative influence on their MTI development. It was concluded that when teachers who are not trained at tertiary level to teach mathematics are appointed to do so, professional development programmes should be provided with a specific focus on the development of subject matter expertise, as well as didactical expertise. In addition, such programmes should aim to modify these teachers’ belief systems in order to bring about lasting MTI development. Furthermore, non-specialist mathematics teachers also need continuous support from school leaders who are mathematics experts. University of Pretoria Postgraduate Bursary Science, Mathematics and Technology Education PhD (Science, Mathematics, and Technology Education) Unrestricted 2023-06-30T12:33:52Z 2023-06-30T12:33:52Z 2023-09 2023 Thesis * S2023 http://hdl.handle.net/2263/91242 DOI: https://doi.org/10.25403/UPresearchdata.23600181.v1 https://doi.org/10.25403/UPresearchdata.23600181 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Mathematics teacher identity Non-specialist teachers Professional development Lesson plans Teacher-centered learning Education theses SDG-04 SDG-04: Quality education The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools |
| title | The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools |
| title_full | The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools |
| title_fullStr | The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools |
| title_full_unstemmed | The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools |
| title_short | The mathematics teacher identity development of non-specialist Grade 6 teachers in rural schools |
| title_sort | mathematics teacher identity development of non specialist grade 6 teachers in rural schools |
| topic | UCTD Mathematics teacher identity Non-specialist teachers Professional development Lesson plans Teacher-centered learning Education theses SDG-04 SDG-04: Quality education |
| url | http://hdl.handle.net/2263/91242 https://doi.org/10.25403/UPresearchdata.23600181 |