An investigation of the factors that affect the development and application of pedagogical content knowledge of mathematics PGCE students
thesisposted on 2020-11-25, 15:27 authored by Nikos Vlaseros
This research project investigates the Pedagogical Content Knowledge (PCK) of trainee mathematics teachers going through the PGCE programme. I analyzed five interviews from each of five trainees at different times in their training regarding their choices on matters that relate to PCK using grounded theory. This produced a collection of factors that affected their PCK during their training. These factors and their particular effects on the trainees were described in detail through the lens of the communities of practice theory. This study provides a view of the experience of learning to become a mathematics teacher through the PGCE programme and suggests that is is extremely varied. Most of the factors identified were not consistent for all the trainees, and those that were shared often had different effects. The similarities and differences of these factors are presented in this study, with some implications and ideas for further study.
- Mathematics Education Centre
Rights holder© Nikolaos Vlaseros
NotesA Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy of Loughborough University.
Supervisor(s)Dave Hewitt ; Barbara Jaworski ; Hernandez Martinez
This submission includes a signed certificate in addition to the thesis file(s)
- I have submitted a signed certificate