dc.contributor.advisor | Edmonds, Carole A., 1952- | eng |
dc.contributor.author | Dorsey, Angela, 1968- | eng |
dc.date.issued | 2018 | eng |
dc.date.submitted | 2018 Summer | eng |
dc.description | Dr. Carole Edmonds, Dissertation Supervisor. | eng |
dc.description | Field of Study: Educational leadership and policy analysis. | eng |
dc.description | Includes vita. | eng |
dc.description | "July 2018." | eng |
dc.description.abstract | Previous research focused on characteristics of effective teachers, teacher recruitment or new pathways to teaching (Ball & Forzani, 2009; Ronfeldt et. al., 2014). However, there is a gap in the research regarding the best path to prepare secondary math teachers. Universities create a customized path of preparation based on their beliefs within the scope of a set of standards given by organizations such as the National Council for Teachers of Mathematics or National Council for Accreditation of Teacher Education. Further research supports the necessity for both content and pedagogical knowledge (Ball, 2000; Graham & Fennell, 2001; NCATE, 2010; Thames & Ball, 2010). Therefore, the purpose of this qualitative case study pursues to increase the research by uncovering perceptions of secondary math teacher preparation with the standards, content knowledge, and content pedagogical knowledge. The study included two universities? programs to gain awareness as to the interpretations of novice teachers, cooperating teachers, and University professors of the pre-service training program used to prepare future secondary mathematics educators. The findings suggest: while only the Mathematics Education Professor at both Universities were the only study participants to have a vast knowledge of the standards it did not seem to impede on the overall preparation of the novice teacher. Novice and Cooperating teachers lacked the vision for the purpose and value of upper level math classes required for the degree. Both Novice and Cooperating Teachers wanted an increase in opportunities for real-world content pedagogical situations along with differentiation, co-teaching, and Special Education. Novice teachers acknowledged the need for relationships with University professors and peers in their path toward preparation. Lastly, Mathematics Education Professors stated value in making connections between courses and research to high school math. Furthermore, the finding suggest for teacher preparation program: to prepare secondary math teachers for the current culture of mathematics education, content and pedagogical courses should not be separated and a push to increase program enrollment should be a priority. | eng |
dc.description.bibref | Includes bibliographical references (pages 143-153). | eng |
dc.format.extent | 1 online resource (x, 179 pages) : illustrations (some color) | eng |
dc.identifier.merlin | b126392584 | eng |
dc.identifier.oclc | 1065527517 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/66375 | |
dc.identifier.uri | https://doi.org/10.32469/10355/66375 | eng |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | OpenAccess. | eng |
dc.rights.license | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License. | eng |
dc.title | Analysis of content and pedagogical content knowledge in secondary mathematics teachers' preparation programs : perceptions of novice teachers, cooperating teachers, and university professors | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Educational leadership and policy analysis (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ed. D. | eng |