Chigeza, Philemon (2023) Preservice Teachers’ Wellbeing in Mathematics Education. Australian Journal of Teacher Education, 47 (12). 3. pp. 37-52.

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Abstract

The study investigated first-year preservice teachers’ affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject at a regional university in Far North Queensland. Data collected included pre and post surveys with forty-nine preservice teachers, and interviews with preservice teachers and teacher educators. The pre and post surveys evaluated preservice teachers’ belief statements about their wellbeing before and after a six-week module. Before the module, their belief statements suggested significant challenges. The post survey suggested an increased confidence with mathematics. Four themes that emerged from interview data analysis included the need to: address the emerging unbalanced wellbeing; address overlapping challenges for both preservice teachers and educators that negatively affect learning; understand that lack of challenges is detrimental to wellbeing balance; and develop guiding frameworks to address the emerging challenges. The paper discusses possible implications to the practice of teaching and learning in mathematics education and other subject areas.

Item ID:	79322
Item Type:	Article (Research - C1)
ISSN:	1835-517X
Copyright Information:	The following does not require permission: Posting of the article on the internet as part of a non-commercial open access institutional repository or other non-commercial open access publication site affiliated with the author(s)'s place of employment.
Date Deposited:	11 Jul 2023 23:08
FoR Codes:	39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50% 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy @ 50%
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