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Implications of Using Reflective Pedagogy and Integrating Technology in Rwandan Teacher Training to Improve Mathematics Proficiency
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Hashituky Telesphore Habiyaremye; Celestin Ntivuguruzwa; Philothere Ntawiha – Cogent Education, 2024
This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs). The study involved 433 Year 2 TTC students in the Science and Mathematics Education program using a quasi-experimental…
Descriptors: Foreign Countries, Mathematics Instruction, Pedagogical Content Knowledge, Teacher Education