Perceptions on the Role of a Pre-service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland

Oct 15, 2026

This paper employs a collaborative auto-ethnographic method to reflect on perceptions and the design of a pre-service primary teacher mathematics education program at a regional university. It examines the program’s role in preparing beginning teachers for classroom mathematics practice in Far North Queensland through a four-phase analysis. The thematic analysis highlights three challenges and then discusses possible modifications to teaching and learning practices in mathematics education subjects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Far North Queensland schools and Explicit Teaching (ET)

University-school differences in mathematical approaches

Implications for academics and pre-service teachers

Australian Journal of Teacher Education | Volume 42 | Issue 11 | Article 9 | | --- | --- | 2017 Perceptions on the Role ofa Pre-service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland Philemon Chigeza James Cook University, [philemon.chigeza@jcu.edu.au](philemon.chigeza@jcu.edu.au) CliffJackson [clifford.jackson@jcu.edu.au](clifford.jackson@jcu.edu.au) Aaron Neilson [Aaron.Neilson@my.jcu.edu.au](Aaron.Neilson@my.jcu.edu.au) Recommended Citation Chigeza, P., Jackson, C., & Neilson, A. (2017). Perceptions on the Role ofa Pre-service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland. Australian Journal of Teacher Education, 42 (11). Retrieved from [http://ro.ecu.edu.au/ajte/vol42/iss11/9](http://ro.ecu.edu.au/ajte/vol42/iss11/9) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss11/9](http://ro.ecu.edu.au/ajte/vol42/iss11/9) Australian Journal of Teacher Education Perceptions on the Role of a Pre-service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland Philemon Chigeza Cliff Jackson Aaron Neilson James Cook University Abstract: This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic analysis include: need for critical reflection in using a single teaching approach; need to bridge different priorities existing between schools and university; and optimism to change the approaches to assist students. The paper then discusses possible modifications to the practice of teaching and learning in the mathematics education subjects. Introduction Over the last three years a significant number of Far North Queensland (FNQ) schools have adopted Explicit Teaching (ET), a pedagogical approach that emphasizes teacher directed instruction as the most effective way to teach mathematics (Education Queensland, n.d.) . In some of these schools ET is mandated for all lessons. All teachers, including preservice teachers at the school are observed and their competency judged against their ability to demonstrate this approach to teaching. A recent job advertisement for a primary teacher in the region stated,“Our focus is very much on high-yield teaching approaches such as Explicit Teaching and Direct Instruction and the development of student literacy and numeracy through implementing highly structured Reading, Writing, Spelling and Mathematics programs.”(Queensland Government, 2016) . Our consideration of the mathematical education discourse within the pre-service teacher education program and these FNQ school classrooms reveals potentially significant differences between the faculty members’perception of effective mathematics education and pre-service teachers’ lived experiences. Another example that is illustrative of the potential difference between university and school system presentation of mathematical approaches is the pedagogical approach adopted by the Queensland Curriculum to Classroom (C2C) project to create curriculum materials based on the Australian Curriculum (ACARA, n.d.) . In the context of the mathematics C2C, Kennedy, O'Neill and Devenish (2011) argued: Vol 42, 11, November 2017 135 Australian Journal

FAQs

What research method does the paper use?

The paper uses a collaborative auto-ethnographic method to reflect on perceptions and program design for pre-service primary mathematics education.

What is the focus of the paper regarding beginning teachers?

It focuses on how a pre-service primary teacher education program prepares beginning teachers for classroom mathematics practice in Far North Queensland.

What challenges are identified from the thematic analysis?

The thematic analysis identifies three challenges: the need for critical reflection when using a single teaching approach, the need to bridge priorities between schools and the university, and optimism to change approaches to assist students.

Oct 15, 2026

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