Teacher Education in Further Education: The role of mentoring in student teachers’ mathematical and pedagogical knowledge development

Machino, Natheaniel (2024) Teacher Education in Further Education: The role of mentoring in student teachers’ mathematical and pedagogical knowledge development. Doctoral thesis, University of East Anglia.

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Abstract

Mentoring is a cornerstone within Initial Teacher Education in the Further Education and Training sector. Yet there is lack of clarity about its meaning, purpose, and role, and it is under-researched. This qualitative study explores the role of mentoring in the development of mathematical and pedagogical knowledge of mathematics student teachers by investigating student teacher knowledge enacted in teaching; student teacher needs; how mentoring addresses the needs; institutional issues which have the potential to influence mentoring; and challenges and lessons learnt during the COVID-19 lockdowns. Data were collected from mathematics student teachers and mentors using tasks following the format of the MathTASK programme (mathtasks), observations, interviews, mentor reports, and questionnaires. Data were analysed using the Knowledge Quartet (KQ) and thematic analysis. The mathematical and pedagogical knowledge enacted by student teachers in teaching varies, revealing areas of need: gaps in subject knowledge; procedural explanation; sticking to a single method; unclear explanation; limited connections; limited theoretical underpinning of pedagogy; improper use of terminology and errors; and (over)relying on the internet. Institutional issues that have the potential of influencing mentoring practices (mentoring frameworks; mentor training; teaching for examinations; and, contextualising mathematics teaching to vocational courses and real-life examples) are identified. The study, conducted during COVID-19 lockdowns, shows challenges and lessons learned during e-teaching and e-mentoring which revolve around issues of: teamwork; digital technology; professional and personal relationships; mathematics teaching needs physical demonstration; and, recording lessons and meetings. Responding to these findings, a normative model, The DOT Mentoring Model (Doing mathematics, Observing (and learning from) experienced teachers, and Teaching mathematics), is proposed as a guiding framework for mentors. The study has contributed to theory by proposing The DOT Mentoring Model and modifications to KQ codes (adding a new code, Use of technology, and changing Adherence to textbooks to Adherence to internet resources and textbooks).

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	15 May 2025 08:38
Last Modified:	15 May 2025 08:38
URI:	https://ueaeprints.uea.ac.uk/id/eprint/99271
DOI:

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