dc.contributor.author	Ní Ríordáin, Máire
dc.contributor.author	Ni Shuilleabhain, Aoibhinn
dc.contributor.author	Prendergast, Mark
dc.contributor.author	Johnson, Patrick
dc.date.accessioned	2021-04-30T08:37:29Z
dc.date.available	2021-04-30T08:37:29Z
dc.date.issued	2021-04-05
dc.date.updated	2021-04-30T08:21:20Z
dc.description.abstract	This study critically examines the mathematics knowledge of pre-service post-primary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme across four institutions in Ireland. Given the nature of a consecutive approach to mathematics teacher education, pre-service teachers enter their ITE programme from a variety of undergraduate degree backgrounds and it is largely accepted that their mathematical content knowledge does not change during their teacher qualification programme. This study utilises a paper-and-pencil test to assess participantsâ cognitive and conceptual proficiency with curriculum-aligned mathematical content. Between group comparisons in relation to participants' undergraduate studies and cognitive and conceptual proficiency are also examined. The data suggest that pre-service teachers demonstrate a strong proficiency with Junior Cycle curriculum-aligned content and poor proficiency with Senior Cycle content, irrespective of the curriculum strand. In addition, significant mean differences exist between participants who had undertaken undergraduate degree studies in physics and mathematics in comparison to other degree programmes. Such investigations are essential given the increased focused on developing highly qualified teachers and policy revisions on ITE programmes. This research alerts us to issues within ITE programmes that may be addressed prior to mathematics teachers' induction into the profession.	en
dc.description.status	Peer reviewed	en
dc.description.version	Accepted Version	en
dc.format.mimetype	application/pdf	en
dc.identifier.citation	Ní Ríordáin, M., Ni Shuilleabhain, A., Prendergast, M. and Johnson, P. (2021) 'Irish pre-service mathematics teachers' knowledge of curriculum-aligned content', Irish Educational Studies. doi: 10.1080/03323315.2021.1899030	en
dc.identifier.doi	10.1080/03323315.2021.1899030	en
dc.identifier.eissn	1747-4965
dc.identifier.issn	0332-3315
dc.identifier.journaltitle	Irish Educational Studies	en
dc.identifier.uri	https://hdl.handle.net/10468/11238
dc.language.iso	en	en
dc.publisher	Taylor & Francis Group	en
dc.rights	© 2021, Educational Studies Association of Ireland. Published by Taylor & Francis Group. This is an Accepted Manuscript of an item published by Taylor & Francis Irish Educational Studies on 5 April 2021, available online: https://doi.org/10.1080/03323315.2021.1899030	en
dc.subject	Mathematical knowledge	en
dc.subject	Post-primary	en
dc.subject	Pre-service teachers	en
dc.subject	Consecutive teacher education	en
dc.subject	Curriculum-aligned content	en
dc.title	Irish pre-service mathematics teachers' knowledge of curriculum-aligned content	en
dc.type	Article (peer-reviewed)	en

Irish pre-service mathematics teachers' knowledge of curriculum-aligned content

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