The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government p...

Full description

Saved in:
Bibliographic Details
Published in:Educational research and reviews 2015-03, Vol.10 (5), p.531-540
Main Author: Huseyin, Aksu Hasan
Format: Article
Language:English
Subjects:
Classroom Techniques
Content Analysis
Educational Assessment
Educational Environment
Educational Facilities
Educational Practices
Educational Quality
Elementary School Mathematics
Elementary School Teachers
Foreign Countries
Mathematics Teachers
Negative Attitudes
Primary Education
Qualitative Research
Semi Structured Interviews
Teacher Administrator Relationship
Teacher Attitudes
Teacher Education
Teaching Conditions
Teaching Experience
Turkey
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the town of Bulancak in the academic years of 2010-2011. As a means of data collection, a semi-constructed interview form was used in the study. The data obtained were analyzed through the content-analysis-technique. The data obtained from the study indicated that primary-school mathematics teachers were faced with such problems in the courses of school-experience and teacher-practice as experience, the physical structure and managerial affairs of the school, observation, teaching-learning process, measurement and assessment, duration, communication and worry. The data also showed that the courses of school-experience and school practice they took during their school-years provoked their interest in their jobs, provided them with a close observation of a school, its classrooms and students.
ISSN:1990-3839
1990-3839
DOI:10.5897/ERR2015.2120