Mathematics Teacher Education Program for 21st Century

Abstract

           The purpose of this study is to analyze the features of intended curriculum for the mathematics teacher education program of the 21st century. This study used the qualitative research methods, case studies and ethnographic study. The data were collected by participant observations, interviews, and documentation. Consequently, the data were analyzed using a qualitative data analysis approach – the component analysis. The results showed that the elements of intended curriculum for the mathematics teacher education program consist of: 1) Knowledge with following sub-categories, 1.1) Pedagogical content knowledge, the school mathematics course, and mathematics learning process, 1.2) Pedagogical knowledge, the teaching profession 1.3) Content knowledge, the collegiate mathematics course,1.4) General knowledge, the general education courses, and 1.5) Practicum knowledge is the teaching practice course; 2) Skills/Processes; 2.1) Observation skill, concept prediction skill and feedback skill; 2.2) Mathematics learning process such as problem solving, communications, presentations, connections, and proofs and reasoning; 3) Desirable characteristics;3.1) Collaboration for planning, practice and feedback according to Lesson Study process;3.2) Open to the opinions and suggestions of others ;3.3) Understand the products-processes oriented approach; 3.4) Public mind concern through work with others.