Evaluation of Primary Mathematics Teaching Undergraduate Program According to Stakeholder Views

Abstract

The study focused on the undergraduate Primary Education Mathematics Teaching Program (PEMTP), which is one of several teaching programs that were updated and implemented in 2018 for teacher training. In the research, it is aimed to reveal the views of PEMTP students and faculty members about the current undergraduate program by analyzing them in terms of four basic dimensions of program development. The research was conducted using a qualitative research method and involved a study group comprising 28 individuals who were pre-service teachers and 9 individuals who were academicians from the primary school mathematics teaching department. Based on the opinions of both pre-service teachers and faculty members, the study revealed a shared aspiration to increase the number of hours and credits devoted to mathematics courses in the undergraduate program. In addition to these, it was also found in the research that the pedagogical content knowledge courses are at a sufficient level, that the elective courses should be diversified, and that the opportunities for application in the courses should be increased. The implementation of the courses with the cascading feature in successive terms, the use of more teaching materials in the courses, and the emphasis on process evaluation were also emphasized.  As a result, it is seen that there is a program structure in PEMTP where vocational courses that emphasize pedagogical content knowledge are dominant.