Andere Kunden interessierten sich auch für
![Oral Lessons in Number: A Manual for Teachers]( "Oral Lessons in Number: A Manual for Teachers")
Oral Lessons in Number: A Manual for Teachers18,99 €![Writing Awesome Answers to Comprehension Questions (Even the Hard Ones)]( "Writing Awesome Answers to Comprehension Questions (Even the Hard Ones)")
Writing Awesome Answers to Comprehension Questions (Even the Hard Ones)35,99 €![Lectures Delivered Before the Students of Phillips Exeter Academy, 1885-1886]( "Lectures Delivered Before the Students of Phillips Exeter Academy, 1885-1886")
Lectures Delivered Before the Students of Phillips Exeter Academy, 1885-188621,99 €![The Practice of Field Instruction in Social Work]( "The Practice of Field Instruction in Social Work")
The Practice of Field Instruction in Social Work49,99 €![A Guide for Laboratory and Field Work in Zoology]( "A Guide for Laboratory and Field Work in Zoology")
A Guide for Laboratory and Field Work in Zoology17,99 €![Concordances in the Classroom]( "Concordances in the Classroom")
Concordances in the Classroom21,99 €![7 Steps to Get Your Child Reading: Practical Tips for Time-Poor Parents from an Australian Literacy Expert]( "7 Steps to Get Your Child Reading: Practical Tips for Time-Poor Parents from an Australian Literacy Expert")
7 Steps to Get Your Child Reading: Practical Tips for Time-Poor Parents from an Australian Literacy Expert14,99 €
The study addresses the persistent challenge of improving mathematics education in South Africa, focusing on supporting out-of-field teachers-those teaching mathematics without formal training or sufficient subject knowledge. It investigates the Mathematics Teaching Enhancement Initiative (MTEI), a community of practice-based tool designed to strengthen grade 9 out-of-field teachers' content knowledge, pedagogical skills, and classroom practices in Mpumalanga province. Guided by Wenger's social learning theory and Vygotsky's sociocultural theory, the study used a sequential explanatory mixed-methods design involving four teachers. Data was collected through pre- and post-assessments, lesson observations, and reflective interviews. Findings show that the MTEI significantly improved teachers' mathematical content knowledge (MCK), pedagogical content knowledge (PCK), and instructional practices. Teachers identified collaborative and supportive features of MTEI as valuable for their professional growth and teaching effectiveness. Overall, the study highlights MTEI's potential as a context-sensitive professional development model for out-of-field mathematics teachers.