Preservice teachers’ wellbeing balance when learning mathematics and numeracy

Chigeza, Philemon (2021) Preservice teachers’ wellbeing balance when learning mathematics and numeracy. In: Proceedings of the 43rd Annual Conference of the Mathematics Education Research Group of Australasia. p. 417. From: 43rd MERGA Conference 2021: Mathematics Education Research Group of Australasia, 5-8 July 2021, Singapore.

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Abstract

This presentation reports on teaching and learning practices in teacher education that address preservice teachers’ wellbeing when learning about mathematics and numeracy. The participatory research study evolved through three phases. Data collected included a survey and focus group interviews with preservice teachers and open-ended interviews with teacher educators. Four themes that emerged from data analysis include the need to: (i) proactively address the emerging dynamic state of stable wellbeing; (ii) understand that lack of challenges can be detrimental to the emerging dynamic state of stable wellbeing; (iii) address the overlapping challenges that can exist for preservice teachers and educators that can negatively affect learning; and (iv) the need for guiding frameworks to help address the emerging challenges. The presentation discusses possible implications to the practice of teaching and learning in mathematics and numeracy classrooms.

Item ID: 69214
Item Type: Conference Item (Abstract / Summary)
ISBN: 978-1-920846-32-9
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Copyright Information: © MERGA Inc. 2021
Date Deposited: 02 Sep 2021 00:19
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy @ 50%
39 EDUCATION > 3904 Specialist studies in education > 390412 Teacher and student wellbeing @ 50%
SEO Codes: 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development @ 100%
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