Emirati Pre-service Teacher Behaviors in Mathematics Classrooms

Abstract

The purpose of this study was to investigate the teaching behaviors of Emirati pre-service teachers in mathematics classrooms. Using a validated ecobehavioral assessment tool, the Mainstream Code for Instructional Structure for Instructional Software (MS-CISSAR), the current study examined the teaching behaviors of nine pre-service teachers in general education Cycle 1 (elementary) public schools in Abu Dhabi. Results revealed the pre-service teachers taught mathematics using instructional groupings of whole class for 62% of the time and small group sessions for 22% of the time. Independent work time was assigned for only 8% of the mathematics class. The participants engaged students in discussion for 32% of the time and used other media such as a mathematics video and/or manipulatives for 31% of the time. Worksheets were assigned for only 16% of the time. The pre-service teachers spent 45% of class time talking or asking questions about academics and 15% of the time engaged in talk related to managing the classroom. Implications for teacher education and directions for future research are discussed.

Keywords: Pre-service teachers, Mathematics, Ecobehavioral assessment, MS-CISSAR, Middle East