What is Needed and Prepared to Become a Mathematics Teacher?

Main Article Content

Yoppy Wahyu Purnomo

Abstract

The mathematics teacher profession has become a challenging and interesting profession in the era of technological advancement and global competition. The fact that mathematics is difficult is not able to stop interested (students) to become mathematics teachers. This is a basic asset that they have seen the opportunities behind challenges. This article aims to provide an overview of prospective mathematics teacher candidates regarding the opportunities, hopes, demands, and challenges of becoming a mathematics teacher. To accommodate these objectives, the article is divided into three main sections related to the question: Why choose a mathematics education study program? What does it take to be a math teacher? What needs to be prepared to become a mathematics teacher? These three questions are answered in their respective sections in the hope that they can give an idea of ??what needs to be done, what has been done, and how the students of mathematics teacher candidates follow the lectures.

Article Details

Section
Articles

References

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching what makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Bouley, F., Wuttke, E., Schnick-Vollmer, K., Schmitz, B., Berger, S., Fritsch, S., & Seifried, J. (2015). Professional Competence of Prospective Teachers in Business and Economics Education: Evaluation of a Competence Model Using Structural Equation Modeling. Peabody Journal of Education, 90(4), 491–502. https://doi.org/10.1080/0161956X.2015.1068076
Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147–164). New York, NY: Macmillan Publishing Co, Inc.
Foubert, J. D., & Urbanski, L. A. (2006). Effects of Involvement in Clubs and Organizations on the Psychosocial Development of First-Year and Senior College Students. Journal of Student Affairs Research and Practice, 43(1), 166–182. https://doi.org/10.2202/1949-6605.1576
Godino, J. D., Batanero, C., Roa, R., & Wilhelmi, M. R. (2008). Assessing and developing pedagogical content and statistical knowledge of primary school teachers throuch project work. In G. B. C. Batanero C. Reading & A. Rossman (Ed.), ICMI/IASE 2008 (Vol. 18). Monterrey: ICMI and IASE.
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400.
Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583
Langeveld, J. H., Gundersen, K. K., & Svartdal, F. (2012). Social Competence as a Mediating Factor in Reduction of Behavioral Problems. Scandinavian Journal of Educational Research, 56(4), 381–399. https://doi.org/10.1080/00313831.2011.594614
Liakopoulou, M. (2011). Teachers’ pedagogical competence as a prerequisite for entering the profession. European Journal of Education. https://doi.org/10.1111/j.1465-3435.2011.01495.x
Purnomo, Y. W. (2015). Pembelajaran Matematika untuk PGSD: Bagaimana Guru Mengembangkan Penalaran Proporsional Siswa. Jakarta: Erlangga.
Purnomo, Y. W. (2017). Epistemological Content and Assessment Knowledge for Teaching Mathematics: Dua Istilah yang Patut Dipertimbangkan dalam Pengembangan Pendidikan Guru Matematika. In Seminar Nasional Matematika dan Pendidikan Matematika (pp. 1–10).
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: foundation of the new reform. Harvard Educational Review, 57(1), 1–21.
Swan, M. (2006). Designing and using research instruments to describe the beliefs and practices of mathematics teachers. Research in Education. https://doi.org/10.7227/RIE.75.5
Van Loo, J., & Semeijn, J. (2004). Defining and Measuring Competences: An Application to Graduate Surveys. Quality and Quantity, 38(3), 331–349. https://doi.org/10.1023/B:QUQU.0000031320.86112.88