Productive Pedagogies as Framework to Improve Preservice Teachers’ Practices

By Khalid Alsharif and Bill Atweh.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Reforming pedagogy in mathematics education has been the focus of numerous educational reforms around the world. Productive Pedagogies is a framework for reflection on teaching that aims at improving student’s intellectual reasoning, making school teaching and learning more connected to students’ everyday lives, and addressing the concerns of equity support that students need. This paper reports on a study using the Productive Pedagogies framework with a group of final year preservice teachers at a teacher education college in Saudi Arabia. The students were introduced to the framework in a unit on mathematics education and were observed during the following semester in their field experience to ascertain their level of understanding and use of the framework. The results showed that there was a high level of acceptance of the framework as an effective tool for planning and performing teaching. In particular, the preservice teachers demonstrated a shift towards student-centred teaching. Reflecting on some of the problems that were observed, this paper makes some recommendations for teacher training programs in general.

Keywords: Mathematics Education, Teacher Education, Pre-Service Teachers, Professional Development, The Productive Pedagogies Framework

The International Journal of Learning, Volume 18, Issue 4, pp.223-236. Article: Print (Spiral Bound). Article: Electronic (PDF File; 824.423KB).

Khalid Alsharif

PhD Student, Science and Mathematics Education Centre, King Saud University, Riyadh, Riyadh, Saudi Arabia

Khalid Alsharif is a lecturer at King Saud University. He conducted his undergraduate studies at King Saud University in Saudi Arabia in Mathematics and then postgraduate studies at Curtin University in Australia. His main research interests include reforming pedagogy, connecting theory to practice and professional development of teachers.

Assoc. Prof. Bill Atweh

Assoc.Prof, Science and Mathematics Education Centre (SMEC), Curtin University, Perth, Western Australia, Australia

Bill Atweh is an associate professor at Curtin University. He obtained his Ph.D. from the University of Wisconsin, USA. His research interests relate to sociocultural aspects of mathematics education, globalisation and the use of action research. More recently he has done some writing and research on the Socially Response-able Mathematics Education, a project involving the use of mathematics to increase democratic participation of students.

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