Developing a Guide for a Mathematics Teacher Preparation Program: An Evaluation Study

Abstract

This study aims to evaluate and develop the mathematics teacher preparation program at the College of Education in Sohag, utilizing a set of national and international standards. The primary objectives include diagnosing the current state of the program, establishing clear goals, standards, and skills for mathematics teacher preparation, and identifying strengths and weaknesses. The evaluation results highlight notable strengths, such as the presence of experienced faculty members with diverse backgrounds and the program's success in fostering positive attitudes towards the teaching profession. Additionally, the availability of various laboratories enhances students' academic and professional readiness. However, the study also identifies important weaknesses, including a traditionalist approach that fails to keep pace with current advancements. The objectives and standards of the program are found to be unclear and general, lacking specificity in the desired skills and competencies for teacher preparation. The study further reveals a lack of comprehensive descriptions and objectives for academic courses, insufficient emphasis on incorporating educational innovations into the curriculum, and a weak connection between the scientific content of the program and practical teaching applications. Additionally, the evaluation methods employed in the current program are deemed in need of development and diversification, as they primarily focus on rote memorization rather than measuring deeper understanding and application of knowledge. The creation of a comprehensive guide for the "Mathematics Teacher Preparation Program" underscores the crucial role of teachers as fundamental elements in the educational process. The guide has been meticulously developed using scientific methods, aiming to address a gap in the internal regulations of the College of Education in Sohag. It serves as a valuable resource for all individuals involved in the preparation of Mathematics Division students at the college, particularly those who will graduate and embark on careers as mathematics teachers. The guide presents the methodological components of mathematics teacher preparation in a manner that reflects systemic thinking, ensuring a cohesive and well-rounded approach to training future educators in the field of mathematics.