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Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities

Artigo2021

Roland Ghollam Pourdavood ORCID; Xuan Song ORCID

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Resumo

Many pre-service and in-service mathematics teachers have reflected vulnerabilities and unpreparedness for online teaching during the period of the COVID-19 pandemic. They searched for supports and resources to enhance their knowledge, skills, and dispositions relative to online teaching and learning. However, there is no clear path towards reaching these goals. This qualitative and interpretive research focuses on 48 pre-service and in-service teachers’ online teaching and learning experiences; while they were engaged in a semester-long mathematics-method course. The findings of this study suggest that factors, like interactions, communication, and peer support impact the pre-service and the in-service mathematics teachers’ beliefs and practices toward online teaching and learning. The findings also suggest that social and cultural factors, such as knowing and understanding students’ cultural background, access and equity in mathematics education, learners’ social and emotional development, and parents’ involvement influence mathematics teachers’ practices regarding online teaching and learning. The findings indicate that the transformation from in-person to online learning requires the enhancement of pre-service and in-service mathematics teachers’ online preparations, particularly in the areas of technology, pedagogy, communication skills, and classroom management.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Learning Teaching and Educational Research, v. 20, n. 11, p. 96-114
Editora
Tresorix Ltd
Ano
2021 (2021-11-26)
Idioma
en
Palavras-chave
online mathematics teaching; pre-service teachers; in-service teachers; COVID-19 pandemic; teacher beliefs; peer support; classroom communication; access and equity; social-emotional development; parental involvement; technology integration; classroom management; teacher preparation
Temas
Tecnologias Digitais
DOI
10.26803/ijlter.20.11.6
ISSN
1694-2116, 1694-2493
Licença
cc-by-nc-nd
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
POURDAVOOD, Roland Ghollam; SONG, Xuan. Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities. International Journal of Learning Teaching and Educational Research, v. 20, n. 11, p. 96-114, 2021. DOI: https://doi.org/10.26803/ijlter.20.11.6.

APA

Pourdavood, R. G., & Song, X. (2021). Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities. International Journal of Learning Teaching and Educational Research, 20(11), 96-114. https://doi.org/10.26803/ijlter.20.11.6

BibTeX
@article{pourdavood2021,
  author = {Pourdavood, Roland Ghollam and Song, Xuan},
  title = {Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities},
  year = {2021},
  journal = {International Journal of Learning Teaching and Educational Research},
  volume = {20},
  number = {11},
  pages = {96-114},
  publisher = {Tresorix Ltd},
  doi = {10.26803/ijlter.20.11.6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Pourdavood, Roland Ghollam
AU  - Song, Xuan
TI  - Engaging Pre-Service and In-Service Teachers in Online Mathematics Teaching and Learning: Problems and Possibilities
PY  - 2021
JO  - International Journal of Learning Teaching and Educational Research
VL  - 20
IS  - 11
SP  - 96
EP  - 114
DO  - 10.26803/ijlter.20.11.6
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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