Mathematics teachers’ perceptions on general pedagogical knowledge for teaching pre-engineering students
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Resumo
This study sought to investigate university mathematics teachers’ perceptions on their general pedagogical knowledge (GPK) while teaching an applied mathematics course tailored for pre-engineering students at a public university in Ethiopia. Using a case study approach, data were collected through a Likert-scale questionnaire and semi-structured interviews. Five mathematics teachers were selected using purposive sampling to investigate into their perceptions about their capabilities and the teaching methodologies they used. Quantitative data were analyzed using SPSS statistics 22, while qualitative data were analyzed thematically. Teachers exhibited diverse levels of GPK. On average, the study revealed that the teachers held a positive self-assessment of their GPK. While some teachers were assured of their skills, others felt they needed more professional development in this domain. The findings of the study suggest that teachers’ perceptions on GPK are pivotal for understanding the professional development requirements of mathematics teachers, thereby guiding endeavors to enhance undergraduate mathematics instruction.
Dados da obra
- Tipo
- Artigo
- Periódico
- Pedagogical Research, v. 9, n. 1, p. em0182
- Editora
- Lectito Journals
- Ano
- 2023 (2023-12-21)
- Idioma
- en
- Palavras-chave
- general pedagogical knowledge; mathematics teachers; teacher perceptions; pre-engineering students; teaching methods; teacher self-assessment; teacher professional development; undergraduate mathematics education
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.29333/pr/14052
- ISSN
- 2468-1989, 2468-4929
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
KASA, Yosef; KASSA, Solomon Areaya; WOLDEMICHAEL, Mulugeta. Mathematics teachers’ perceptions on general pedagogical knowledge for teaching pre-engineering students. Pedagogical Research, v. 9, n. 1, p. em0182, 2023. DOI: https://doi.org/10.29333/pr/14052.
APA
Kasa, Y., Kassa, S. A., & Woldemichael, M. (2023). Mathematics teachers’ perceptions on general pedagogical knowledge for teaching pre-engineering students. Pedagogical Research, 9(1), em0182. https://doi.org/10.29333/pr/14052
BibTeX
@article{kasa2023,
author = {Kasa, Yosef and Kassa, Solomon Areaya and Woldemichael, Mulugeta},
title = {Mathematics teachers’ perceptions on general pedagogical knowledge for teaching pre-engineering students},
year = {2023},
journal = {Pedagogical Research},
volume = {9},
number = {1},
pages = {em0182},
publisher = {Lectito Journals},
doi = {10.29333/pr/14052},
language = {en}
}RIS
TY - JOUR AU - Kasa, Yosef AU - Kassa, Solomon Areaya AU - Woldemichael, Mulugeta TI - Mathematics teachers’ perceptions on general pedagogical knowledge for teaching pre-engineering students PY - 2023 JO - Pedagogical Research VL - 9 IS - 1 SP - em0182 DO - 10.29333/pr/14052 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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