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Perceptions and practices of mathematics teachers' de-privatised practices


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Mohan, PP ORCID: 0000-0003-1323-8096 2018 , 'Perceptions and practices of mathematics teachers' de-privatised practices', paper presented at the 5th International STEM in Education Conference Post-Conference Proceedings, 21-23 November 2018, Brisbane, Australia.

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Considering the lower achievements of Mathematics in Fiji, this study hastried to provide a mechanism to promote de-privatisation of Mathematicsteachers’ classrooms. However, before doing so, it was essential todetermine Mathematics teachers’ perceptions of de-privatisation andevidence the current practices that were in place. Employing a mixedapproach, data were gathered from six secondary schools using on-linequestionnaire and semi-structured interviews. A total of 43 questionnairesand 9 interviews were analysed using quantitative and qualitative methodsrespectively. The major findings to emerge from the teachers were: 1) deprivatised practices in schools help improve teachers’ instructionalpractice; 2) close colleagues and the heads of department play a vital rolein teacher improvement; 3) the major challenge teachers face in regard tode-privatisation of classrooms are the school culture and the workload; 4)school administrators play a vital role in promotion of de-privatisedpractices. Overall, the analysis of data has established that Mathematicsteachers mostly are hesitant to engage in the de-privatised practices, hencethere is a need to promote de-privatisation in Mathematics classrooms.

Item Type: Conference or Workshop Item (Paper)
Authors/Creators:Mohan, PP
Keywords: Professional learning community, Mathematics teachers, developing nation, de-privatised practices
Journal or Publication Title: 5th International STEM in Education Conference Post-Conference Proceedings
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