Perceptions of Pre-service Teachers toward Teaching and Learning Mathematics in Bhutan
Karma Dorji *
Arekha Middle Secondary School, Ministry of Education, Chhukha, Bhutan.
Karma Wangchuk
Arekha Middle Secondary School, Ministry of Education, Chhukha, Bhutan.
*Author to whom correspondence should be addressed.
Abstract
This study was carried out to investigate the perceptions of teaching and learning Mathematics by the pre-service Mathematics teachers in Bhutan. The research has employed quantitative methods. A five-point Likert scale survey questionnaire was administered to collect the data. The participants included both male and female pre-service Mathematics teachers from 2 colleges of education in Bhutan aged 18-29 (N = 261). In order to examine the perceptions of Mathematics, the mean interpretation developed by Roble and Bacabac (2016) was used and found that perceptions of pre-service teachers teaching and learning Mathematics were high indicating they enjoy teaching and learning Mathematics. The analysis also showed that there was no significant difference between male and female pre-service teachers perceptions toward teaching and learning Mathematics in Bhutan. Further, the findings also indicated there was no significant difference in perceptions of teaching and learning Mathematics between pre-service teachers at College A and College B. The College of Education might consider devoting additional attention to improving teaching practices in order to experience the real classroom scenario.
Keywords: Mathematics, perceptions, pre-service teachers, colleges of education