A needs analysis for the implementation of a complementary course in Mathematics education for teachers of Mathematics in Namibia

A case study of the BETD graduates

Abstract

After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focused specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. This paper reports on a study which investigated the need for a complementary course for mathematics teachers to address the perceived lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two former mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. And the data was collected by means of two methods namely documents analysis and semi-structured interviews. These methods complemented each other and also provided a degree of cross checking of claims.