Beginning mathematics teachers’ perceptions of preparedness for an oecs teacher education program

Abstract

The primary objective of this qualitative case study was to investigate the perceptions of elementary Beginning Mathematics Teachers (BMTs) regarding an OECS teacher education program. This exploration specifically focused on the impact of the program on their mathematics pedagogy and teaching practices, with an emphasis on their preparedness to teach in the practical context of Saint Vincent and the Grenadines. The study employed theoretical frameworks such as pedagogical content knowledge, signature pedagogies, and problem-based learning to interpret and understand the beliefs and practices of BMTs. Concentrating on the personal experiences of voluntarily participating Beginning Teachers (BTs) who completed the Division of Teacher Education program in St. Vincent and the Grenadines, the study utilized 18 semi-structured interviews, 27 classroom observations, 21 artifacts, and 27 BT reflections to gauge participants' perceptions based on their lived experiences. Through coding and analysis, the data were examined to comprehend participants' experiences. The study revealed that although beginning teachers (BTs) generally viewed their Teacher Education Program positively, they faced unanticipated challenges such as insufficient preparation for issues like resource scarcity, large class sizes, diverse student abilities, limited technology integration opportunities, and inevitable classroom management problems. Despite a 10-week teaching practicum, participants unanimously advocated for more microteaching activities integrated into all coursework to enhance their teaching skills. The recommendations for a more effective transition of BTs to full-time classroom teachers involve incorporating an internship period along with a mandatory induction program as they enter the teaching profession.