An undergraduate primary education teaching practicum design and undergraduate primary teachers' satisfaction on developing technological, pedagogical and mathematical knowledge
by Spyros Doukakis, Christos Koilias, Maria Chionidou-Moskofoglou
International Journal of Teaching and Case Studies (IJTCS), Vol. 3, No. 2/3/4, 2011

Abstract: During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course 'Teaching Mathematics-Practicum Phase'. The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents this course's satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course's weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. These findings raise a number of research questions regarding ICT integration in undergraduate primary teachers' teaching practice.

Online publication date: Sat, 28-Feb-2015

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