The Role of Teaching and Learning Theories in Preparing Student Teachers to Teach Mathematics and En

Aim: The study proposed to investigate the function of teaching and learning hypotheses in preparing instructors to teach mathematics and in reinforcing students' skill to learn. Specifically, the study explored the use of constructivist and pedagogical content information (PCK) theories in a teacher readiness program and in classroom information.Study Design: The study employed a case study design and complicated pre-service lecturers and their students in a mathematics school room. Data was collected through interviews, notes, and document analysis.Methodology: The study employed a record of what happened design to investigate the request of constructivist and PCK theories in a teacher readiness program and in classroom direction. The study involved pre-service coaches and their students in a arithmetic classroom. A purposive savoring technique was used to select ten (10) last year student educators who can support rich and detailed information about their skill to teach and gain mathematics, as well as their understanding and use of learning and education theories. Also, one hundred (100) pupils were purposively picked for the study. Data was collected through interviews, observations, and document study and was analyzed utilizing thematic analysis.Results: The judgments revealed that pre-duty teachers who were unprotected to constructivist and PCK-based direction in their teacher preparation program were better outfitted to design and deliver arithmetic lessons that promote alive learning and deep understanding of numerical concepts. Moreover, students the one were taught in a constructivist and PCK-located learning environment manifested higher levels of eagerness to learn mathematics. The study specifies insights into the influence of using learning and education theories in arithmetic education and highlights the significance of incorporating these believes in teacher preparation programs.Conclusions: Based on the judgments and analysis concerning this study, it can be concluded that the request of constructivist and PCK-based direction in mathematics teacher arrangement programs has a positive affect pre-service teachers' skill to teach arithmetic.To successfully incorporate constructivist and PCK-located instruction in arithmetic teacher preparation programs, it is main to provide able support and training for instructors and to engage in continuous evaluation and cleansing of these programs. By doing so, we can help to ensure that future arithmetic teachers are planned to effectively facilitate knowledge and promote numerical understanding in their classrooms.

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