Teacher education of statistics from theory to practice
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 26 November 2019
Issue publication date: 15 December 2020
Abstract
Purpose
To prepare pre-service mathematics teachers (PSMTs) in Egypt, learning statistics as a subject takes place at the faculty of science, apart from what is going on at the faculty of education. The Organization for Economic Co-operation and Development has highlighted this dilemma as follows; “Pre-service education in Egypt is characterized by a separation of theory from practice, in the belief that student teachers will put it into practice later in schools” (OECD, 2015, p. 120). The purpose of this paper is to propose a microteaching lesson study (MLS) model that bridges the gap between learning free content pedagogies and teaching statistics, consequently, enhances PSMTs’ pedagogical content knowledge.
Design/methodology/approach
The ethnographic approach has been employed, and hence, the national faculty policy guidelines have been revised through Grossman’s (1990) model. Moreover, a focus group of PSMTs’ opinions has been investigated to interpret the aforementioned situation and provide meaningful insights.
Findings
As a result, the MLS model rooted in constructivism theory has been introduced. Furthermore, supported discourse to enhance PSMTs’ pedagogical content knowledge (PCK) of teaching statistics is described.
Originality/value
The MLS model may help to change PSMTs’ perception concerning the gap between theory and practice. Meanwhile, it could be an endeavor to reform PSMTs’ initial views regarding what learning and teaching of statistics look like, through enhancing their PCK of teaching statistics. Furthermore, engaging them in such environments to be a part of the learning community and learn more from the experts is crucial.
Keywords
Citation
Elbehary, S.G.A. (2020), "Teacher education of statistics from theory to practice", Journal of Applied Research in Higher Education, Vol. 12 No. 5, pp. 857-869. https://doi.org/10.1108/JARHE-06-2019-0141
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited