Teacher Knowledge and Beliefs: Challenges and Opportunities in Low-Resource Countries

• In Event: Challenges and Successes in Early-Grades Mathematics Education in Low-Income Contexts

Abstract

There is wide recognition internationally that a teacher’s ability to support student learning in mathematics depends on the teacher’s own general pedagogical, content, and pedagogical content knowledge (Shulman, 1987). In addition, teachers’ beliefs about mathematics and how children learn mathematics, as well as their own confidence and sense of self-efficacy in mathematics impact instruction (Campbell et al, 2014). This paper will review and present research on the particular challenges related to teachers knowledge in low-resource country contexts, as well as evidence available concerning approaches that appear to hold promise for overcoming some of these challenges. This paper will synthesize research and literature on teacher knowledge and learning in mathematics in low-resource context countries, contrasted with similar research from more well-resourced environments, particularly the United States.
There is a small but growing body of research on teacher learning in low-resource country contexts, and on teacher education and professional development practices that hold promise for supporting teaching and learning. Many of the conclusions of this research, in terms of supporting teacher learning, are reminiscent of research that has come out of the United States. There are also similarities regarding challenges faced in teacher education, such as issues surrounding the prior experience of mathematics learning of primary teachers, who may themselves have a weak conceptual mastery of mathematics. However, there are a number of systemic factors that exacerbate such challenges in low-resource country contexts. In many countries, high demand for teachers has results in low requirements in terms of education level or content mastery. Because attempts to shift from a very traditional, rote learning model are relatively recent, the vast majority of pre and in-service teachers experienced mathematics as a subject of memorizing algorithms. They are likely to have beliefs about mathematics and mathematics teaching and learning that run counter to the goals that are now being set for mathematics education (Schwille, & Dembélé, 2007).
Given the growing recognition of both the importance of mathematics and the need to ensure that mathematics education supports conceptual understanding and procedural fluency, it is essential to identify ways to support teachers in shifting their pedagogy in that direction. The starting point must be an understanding of where teachers are in terms of their own beliefs and understandings, and examining what approaches have shown some evidence of supporting teachers’ growth in very challenging, low-resource contexts. While directly transferring a curriculum or specific program or technique is often ineffective, studying successful approaches and lessons learned from this context can lead to new thinking and contribute to innovate approaches that may be successful in low-resource contexts. Given the diversity of the United States, there may also be much that can be learned from experiences and evidence in low-resource country contexts that could support new ideas and innovation.

Author

• Wendi D.S. Ralaingita, RTI International