Assessing the Validity of the Elements for Pre-Service Mathematics Teacher Education Curriculum
Journal Title: International Journal of Academic Research in Business and Social Sciences - Year 2017, Vol 7, Issue 12
Abstract
This study was conducted to assess the validity of the elements for pre-service Mathematics teachers in Malaysia Teacher Education Curriculum (MTEC). A five-point Likert Scale survey questionnaire was conducted for 372 respondents from one (1) Public University and one (1) Institute of Teacher Education with Mathematics Education Programme in Malaysia. Data collected only involved the student teachers that are majoring in Mathematics Education. The validity of the items of the study was inspected with Elementary Factor Analysis (EFA) by using Statistical Package for Social Science (SPSS) Version 23.0. Principal Component Analysis (PCA) and Varimax Rotation (VR) were conducted in EFA for 46 items in the study, and 39 items remains with factor loading above 0.40, for the six constructs in the Mathematics Teacher Education Curriculum (MTEC), namely Professional Development (PDev), Psychological (Psy), Technology (Tech), Historical (His), Philosophy (Phi), and Social Re-Constructivist (SRC). The finding of the study will benefits in re-designing a curriculum structure for Mathematics Teacher Education. High reliability score with Cronbach’ Alpha (?) overall was 0.924 for 39 items, with MTEC (? =0.743), PDev (? =0.752), Tech (? =0.753), His (? =0.887), Phi (? =0.733), and SRC (? =0.767) and Psy (? =0.667) have an acceptable reliability score after factor analysis were indicated that the instruments under each construct having a very strong strength in the study.
Authors and Affiliations
Gan Soh Fuey, Noraini Idris
Keywords
Related Articles
- EP ID EP639629
- DOI 10.6007/IJARBSS/v7-i12/3611
- Views 98
- Downloads 0
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