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Data from a 1992 survey and follow-up interviews characterizes teacher qualifications, confidence, and perceived program success.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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prompted the study of VCE impacts on mathematics teachers in Ballarat?","Question",{"text":63,"@type":64},"The study was prompted by the implementation of the VCE mathematics study design, described as a significant shift in teachers’ philosophies and practices, and the expected impact on teachers in Victorian schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What methods were used to collect the study’s information?",{"text":68,"@type":64},"Information was collected from replies to a survey form completed at the end of the first term and the beginning of the second term in 1992, plus personal interviews conducted at the end of the third term in 1992.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the major concerns expressed by mathematics teachers?",{"text":72,"@type":64},"Teachers’ major concerns centered on needing more time for personal adjustment, wanting more consistent and specific advice for course content and assessment, and requiring better access to 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CERTIFICATE OF EDUCATIONON MATHEMATICS TEACHERS¹\n\nPETER MARTINBallarat University College  \nSecondary mathematics teachers have historically taught centrally based,skills oriented courses at YearI1 and 12 levels.Introduction of the Victorian Certificate of Education (VCE)mathematics study designrepresented a significant shif in personal philosophies and practices for many mathematics teachers.This report focuses upon the effects that VCE implementation is having on mathematics teachers in theBallarat area.  \nIndividual teachers,and schools,were coping with implementation in different ways,and at differingrates,supporting the Northfield findings.(1992)The major concerns of mathematics teachers centredaround the needs of more time,more consistent and specific advice from the Victorian Curriculum andAssessment Board (VCAB),and better in-service for country teachers.  \nMany have readily accepted the underlying philosophies of the VCE but are unhappy with the way inwhich it is being implemented.There is evidence of a growing contempt and cynicism ofVCAB brought.about by a perceived failure to acknowledge the importance of the feelings and attitudes of mathematicsteachers.The resulting loss of faith,ifunchecked,may well see little effective change in mathematicseducation at these levels in the long term.  \n## THE EMPIRICAL STUDY\n\nThe impact upon teachers of mathematics of the introduction of the VCE into Victorian schools is expected to begreat.This is because both the content and the teachers themselves are the product.of a precisely structured,skills-oriented form of thinking.The VCE mathematics program features a commonality of elements inmathematics courses with attention focused upon problem-solving,modelling and project work,with assessmentprocedures involving both internal and external components.Many VCE mathematics teachers have beenrequired to change direction drastically with regard to personal philosophies and practices.  \nThis study,involving teachers from schools in the Ballarat region focused upon VCE mathematics teachers asthey came-to grips with the challenge of implementing major curriculum change.Issues of qualifications,previous experience,confidence,competence and support,were considered in an attempt to build up acharacterisation befitting a typical VCE mathematics teacher.  \nThe information was collected from two sources:(a)replies to a survey form;(b)personal interviews.Thesurvey was completed at the end of the first term,and at the beginning of the second term 1992.The personalinterviews were conducted at the end of the third term,1992.  \nSeventy survey forms were sent to 13 schools,ten in Ballarat,and three schools within a 90 kilometre radiusof Ballarat.Responses were received from 33 teachers (i.e.47%)representing nine of the 13 schools.Six of theschools that were represented were State Government schools(21 respondents),while three were Private schools(12 respondents).  \nEach interview was approximately 40 minutes in length and was recorded on audio cassette.The five teachersinterviewed were each involved in teashing VCE mathematics at Years 11 and/or 12.Interview questionsrevolved around three main issues:(a)personal feelings about the VCE mathematics program;(b)personal effectsof VCE implementation;and(c)support services.Interviewees were chosen because their positive activitythroughout implementation was considered likely to produce informed comment.  \n## SUMMARY OF SURVEY RESULTS\n\nStaff involved in teaching VCE mathematics programs typically had ten years of experience teaching at seniorsecondary levels.There were significant differences between teachers from private schools and state schools,inthat private school teachers were more experienced at both Year 11 and Year 12 levels.At the Year 12 levelprivate school teachers often had two to three times the experience of their state school colleagues.  \nThe issue of teachers being properly qualified to tea","cbCaia9ECrkSC6gu","https://ap.wps.com/l/cbCaia9ECrkSC6gu","pdf",267162,"English","# THE EMPIRICAL STUDY\n# SUMMARY OF SURVEY RESULTS\n# IMPRESSIONS FROM TEACHER INTERVIEWS","[{\"question\":\"What prompted the study of VCE impacts on mathematics teachers in Ballarat?\",\"answer\":\"The study was prompted by the implementation of the VCE mathematics study design, described as a significant shift in teachers’ philosophies and practices, and the expected impact on teachers in Victorian schools.\"},{\"question\":\"What methods were used to collect the study’s information?\",\"answer\":\"Information was collected from replies to a survey form completed at the end of the first term and the beginning of the second term in 1992, plus personal interviews conducted at the end of the third term in 1992.\"},{\"question\":\"What were the major concerns expressed by mathematics teachers?\",\"answer\":\"Teachers’ major concerns centered on needing more time for personal adjustment, wanting more consistent and specific advice for course content and assessment, and requiring better access to suitable in-service activities for country teachers.\"}]","AN EVALUATION OF THE EFFECTS OF THE VICTORIAN CERTIFICATE OF EDUCATIONON MATHEMATICS TEACHERS | PDF",1789911538,15]