The development of pedagogical content knowledge of preservice mathematics teachers in the process of applied enriched program

In enabling students to learn mathematics conceptually, the quality of a teacher?s pedagogical content knowledge is of great importance. It is a necessity that undergraduate programs are continually revised and renewed, since it is the first step of professional development process, in which preservice teachers systematically construct their pedagogical content knowledge. In this research, Special Teaching Methods I-II, School Experiment and Teaching Practices courses of the Elementary Mathematics Teacher Education Program (EMTEP) were enriched with some innovative activities and the development of elementary preservice mathematics teachers? pedagogical content knowledge was analyzed from the aspects of instructional explanations, teaching methods and beliefs.This longitudinal developmental research was conducted with the third- and fourth-grade preservice teachers of the EMTEP. In order to reveal the development of preservice teachers? pedagogical content knowledge, teaching scenarios, open-ended belief questions, lesson plans, pre- and post- plan reports, observation and self-assessment forms were used. The questionnaire including teaching scenarios and open-ended questions was conducted for four times at certain intervals; other data were obtained from the studies performed by preservice teachers in the course of Teaching Practices. In order to demonstrate the development of their instructional explanations and knowledge of teaching methods; levels were defined and used to classify the answers given to teaching scenarios at different times. In the analysis of open-ended belief questions, categories were defined based on the answers. On the other hand, in analyzing the data obtained from the course of Teaching Practices, the sections which reflect participants? knowledge of teaching methods were presented.As a result of the study, it was determined that the qualifications of preservice teachers? instructional explanation noticeably developed during the applied enriched program, although they differed depending on teaching scenarios. But, the development in their knowledge of teaching methods was not at desired level. It was ascertained that preservice teachers? knowledge of teaching methods which was obtained in the course of Teaching Practices was more qualified than that obtained from scenarios. Moreover, positive changes occurred in their beliefs during the enriched program.