Experts teachers’ point of view on mathematics teachers’ readiness in becoming professional teachers
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Resumo
Today’s educational changes necessitate that teachers have a broad range of knowledge, values, skills, and competencies to provide effective instruction. Despite this, research on mathematics teachers’ readiness for such changes is limited, particularly in terms of leveraging experienced teachers’ implicit knowledge for peer learning. This qualitative exploratory study delves into the perceptions and factors influencing mathematics teachers’ readiness for educational changes, as reported by four expert teachers. Note that data was collected through semi-structured interviews and analyzed thematically with Atlas.ti 23 software to identify key themes and subthemes. The findings reveal that all experts emphasized the importance of professionalism in teaching mathematics, with pedagogical challenges taking priority. The main challenges include mastering teaching skills, which are critical to teacher readiness. Consequently, the study concludes that improving teacher readiness necessitates specific support and focused programs. This highlights the importance of a comprehensive model that addresses the pedagogical needs of mathematics teachers, who play a critical role in change. Further research should focus on investigating mathematics teachers’ readiness in a broader context, emphasizing their professional knowledge and pedagogical skills.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Education and Learning (EduLearn), v. 19, n. 2, p. 634-644
- Editora
- Ahmad Dahlan University
- Ano
- 2024 (2024-11-01)
- Idioma
- en
- Palavras-chave
- mathematics teachers; teacher readiness; educational change; teacher professionalism; pedagogical skills; tacit knowledge; peer learning; teacher professional development
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.11591/edulearn.v19i2.21857
- ISSN
- 2089-9823, 2302-9277
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
TALIB, Sharida Abu; NASRI, Nurfaradilla Mohamad; MAHMUD, Muhammad Sofwan. Experts teachers’ point of view on mathematics teachers’ readiness in becoming professional teachers. Journal of Education and Learning (EduLearn), v. 19, n. 2, p. 634-644, 2024. DOI: https://doi.org/10.11591/edulearn.v19i2.21857.
APA
Talib, S. A., Nasri, N. M., & Mahmud, M. S. (2024). Experts teachers’ point of view on mathematics teachers’ readiness in becoming professional teachers. Journal of Education and Learning (EduLearn), 19(2), 634-644. https://doi.org/10.11591/edulearn.v19i2.21857
BibTeX
@article{talib2024,
author = {Talib, Sharida Abu and Nasri, Nurfaradilla Mohamad and Mahmud, Muhammad Sofwan},
title = {Experts teachers’ point of view on mathematics teachers’ readiness in becoming professional teachers},
year = {2024},
journal = {Journal of Education and Learning (EduLearn)},
volume = {19},
number = {2},
pages = {634-644},
publisher = {Ahmad Dahlan University},
doi = {10.11591/edulearn.v19i2.21857},
language = {en}
}RIS
TY - JOUR AU - Talib, Sharida Abu AU - Nasri, Nurfaradilla Mohamad AU - Mahmud, Muhammad Sofwan TI - Experts teachers’ point of view on mathematics teachers’ readiness in becoming professional teachers PY - 2024 JO - Journal of Education and Learning (EduLearn) VL - 19 IS - 2 SP - 634 EP - 644 DO - 10.11591/edulearn.v19i2.21857 LA - en ER -
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