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Preservice Teachers' Wellbeing in Mathematics Education

The Australian journal of teacher education, 2022-12, Vol.47 (12), p.37-52 [Peer Reviewed Journal]

ISSN: 0313-5373 ;ISSN: 1835-517X ;EISSN: 1835-517X ;DOI: 10.14221/1835-517X.5980

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  • Title:
    Preservice Teachers' Wellbeing in Mathematics Education
  • Author: Chigeza, Philemon
  • Subjects: Barriers ; College Environment ; College Freshmen ; College Mathematics ; Foreign Countries ; Higher education ; Interviews ; Mathematics Education ; Mathematics teaching ; Preservice teacher education ; Preservice Teachers ; Self Esteem ; Social Influences ; Student Attitudes ; Student teacher attitudes ; Student teachers ; Surveys ; Well Being
  • Is Part Of: The Australian journal of teacher education, 2022-12, Vol.47 (12), p.37-52
  • Description: 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. [Author abstract, ed]
  • Publisher: Edith Cowan University
  • Language: English
  • Identifier: ISSN: 0313-5373
    ISSN: 1835-517X
    EISSN: 1835-517X
    DOI: 10.14221/1835-517X.5980
  • Source: ERIC Full Text Only (Discovery)
    Alma/SFX Local Collection
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