The quality of mathematics teaching in Lesotho primary education remains one of the vexing problems in the education system. The study investigated how teachers viewed the impact of instruction on enhancing their knowledge of teaching. Data for the study were elicited from the second-year
students enrolled for a Bachelor of Education in the 2009/10 academic year at the National University of Lesotho. Questionnaires and interviews were used for data collection. The findings show that before instruction, the teachers operated with limited knowledge of teaching. At the end of
the course the teachers’ knowledge of teaching was enhanced. Significant change was apportioned to engaging in reflection and teaching for relational understanding. Implications of the findings for the course, teacher education and professional development are also discussed.
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teacher professional development
Document Type: Research Article
Department of Mathematics and Computer Science, National University of Lesotho, Roma 180, Maseru 100, Lesotho, Southern Africa
Department of Science Education, National University of Lesotho, Lesotho, Southern Africa
Cape Peninsula University of Technology, Cape Town, South Africa
April 3, 2014