the correlational relationship between deep understanding skills and dimensions of professional motivation among mathematics majors in teacher education colleges

Elsnety, Ahmed Hamdy Mohamed Salim Salama; Metwaly, Alaa Saad; Eltoncy, Ibrahiem; Moaawad, Osama

doi:10.21608/bjhs.2024.325407.1333

the correlational relationship between deep understanding skills and dimensions of professional motivation among mathematics majors in teacher education colleges

Document Type : Original Article

Authors

faculty of education benha university

10.21608/bjhs.2024.325407.1333

Abstract

The current research aimed to design a proposed program based on the TPACK model for mathematics majors in teacher education colleges,. Additionally, the study aimed to clarify the correlational relationship between deep understanding skills and dimensions of professional motivation among mathematics majors in teacher education colleges.
The research sample consisted of 33 students from the third year of the mathematics program at the Faculty of Education, Benha University. The proposed program based on the TPACK model was developed, and two research tools were implemented: a deep understanding skills test comprising five main skills (generative thinking, explanation, interpretation, application, and decision-making), and a scale for the dimensions of professional motivation toward the teaching profession in mathematics, consisting of 10 dimensions (professional identity, enjoyment of professional performance, professional commitment, intrinsic motivation, professional insight, professional flexibility, professional compatibility, professional ambition, professional perception, and perseverance). These tools were administered to the research sample both pre-and post-implementation of the proposed program.
The results indicated, a positive and statistically significant correlation was found between deep understanding skills and dimensions of professional motivation among these students. The research recommended the necessity of preparing mathematics teachers according to global training models like TPACK, and emphasized the importance of using the TPACK model in the professional development of in-service mathematics teachers.

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