An Understanding of the Operational Dynamics of the Secondary School Mathematics Practicing Teacher: A Perspective from the Cooperating Teacher

Rohan Cobourne¹, Corey Williamson^1, and Keri-Ann Bethune¹

¹Mathematics Department, Shortwood Teachers’ College, Kingston, Jamaica

Cite this paper:
Rohan Cobourne, Corey Williamson and Keri-Ann Bethune. An Understanding of the Operational Dynamics of the Secondary School Mathematics Practicing Teacher: A Perspective from the Cooperating Teacher. American Journal of Educational Research. 2022; 10(3):149-154. doi: 10.12691/education-10-3-6

Abstract

This study was designed to understand the cultural operations associated with the existing practicum exercise required for the mathematics practicing teachers as part of the fulfilment of the Bachelor of Education Programme in Jamaica. The study used a phenomenology design to explore the operational issues of the mathematics practicing teacher from the perspectives of the cooperative teacher. The participants selected for this study were 12 cooperating mathematics teachers from six high schools across the corporate area of Jamaica. The data were collected through face-to-face interviews with the cooperating teachers at convenient times throughout the school days during the period of September to December 2019. The findings revealed that the cooperating teachers are of the view that practicing teachers lack enthusiasm about the teaching profession. It is the view of the cooperating teachers that while the practicing teachers generally use a wide variety of teaching strategies in their lesson delivery, their mathematics content knowledge is often weak. The findings of the study have implications for the training of mathematics teachers in Jamaica and by extension the teaching and learning of mathematics at the secondary level of the school system.

Keywords:
practicing teacher cooperating teacher practicum

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