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Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum

Artigo2023

Hashituky Telesphore Habiyaremye ORCID; Celestin Ntivuguruzwa ORCID; Philothère Ntawiha ORCID

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Resumo

Introduction Teachers’ knowledge and positive attitudes significantly impact educational settings. This study aimed to assess teachers’ mathematical knowledge for teaching (MKT) and their pedagogical content knowledge (PCK) attitudes. Methodology It was conducted on all 23 mathematics teachers from Rwandan teacher training colleges (TTCs). Employing a survey design, standardized performance and attitude tests were utilized, employing instruments known for their standardization, validity, and reliability. Results The findings informed that teachers possess a low MKT but a high PCK attitude. Thus, they performed the MKT test poorly as the average score was below 50%. However, teachers were found to have better content knowledge than other MKT constructs and performed better in pattern function and algebra than in other areas of mathematics. Teachers demonstrated a highly positive attitude toward integrating PCK in teaching mathematics. Discussion Such a positive attitude was inferred from the pedagogical training offered by implementing a competency-based curriculum. Therefore, teachers need to improve their MKT performance, and more research is needed on other teachers apart from those in TTCs.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Education, v. 8
Editora
Frontiers Media
Ano
2023 (2023-11-28)
Idioma
en
Palavras-chave
mathematical knowledge for teaching; pedagogical content knowledge; mathematics teachers; teacher training institutions; competency-based curriculum; teacher attitudes; initial teacher education; Rwanda
Temas
Álgebra, Avaliação, Currículo, Formação de Professores de Matemática
DOI
10.3389/feduc.2023.1214396
ISSN
2504-284X
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HABIYAREMYE, Hashituky Telesphore; NTIVUGURUZWA, Celestin; NTAWIHA, Philothère. Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum. Frontiers in Education, v. 8, 2023. DOI: https://doi.org/10.3389/feduc.2023.1214396.

APA

Habiyaremye, H. T., Ntivuguruzwa, C., & Ntawiha, P. (2023). Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1214396

BibTeX
@article{habiyaremye2023,
  author = {Habiyaremye, Hashituky Telesphore and Ntivuguruzwa, Celestin and Ntawiha, Philothère},
  title = {Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum},
  year = {2023},
  journal = {Frontiers in Education},
  volume = {8},
  publisher = {Frontiers Media},
  doi = {10.3389/feduc.2023.1214396},
  language = {en}
}
RIS
TY  - JOUR
AU  - Habiyaremye, Hashituky Telesphore
AU  - Ntivuguruzwa, Celestin
AU  - Ntawiha, Philothère
TI  - Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum
PY  - 2023
JO  - Frontiers in Education
VL  - 8
DO  - 10.3389/feduc.2023.1214396
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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