A Study of Challenges of Future Educator of Mathematic’sPedagogy of University Graduate

Abstract

Good teachers don't just know their subject knowledge; they also know how to teach it well. To learn these skills, education and schools offer courses that focus on teaching methods alongside the subject matter. Mathematics is very important subject. It plays a key role for development science and technology. The importance of mathematics is acknowledged as it was offered at all levels of the educational system. Universities is focusing on preparing mathematics teachers. The objectives of the study were determined the pedagogical challenges faced by prospective teachers, as well as the hurdles they encounter in developing pedagogical skills during their university’s mathematics class. The study was quantitative in nature, and data was collected using the survey technique. The population of study was comprised of four universities students of Islamabad and Rawalpindi. Questionnaire was divided to the 300 participants however final collected sample were 175 through proportionate random sampling. Questionnaire was used for data collection. Questionnaire was properly validated from the experts. Reliability of the tool was checked through Cronbach’s Alpha. Data were analysed through mean value and descriptive statistics. After collecting the data from the sample, a pattern for data analyse was prepared in SPSS, in which the data was comprised of the quantitative data, participant's answers obtained from the data collection tools. Major conclusion of the study was that to improve mathematics concepts need to hand practice rather than trust on theoretical teaching and learning along it exam oriented limits innovative thinking of learners. The study recommended that national curriculum planners must design competency-based curriculum that emphasis on deep learning and the real-world application of mathematics. In teacher education programs should include technology integration, supported by regular digital literacy workshops that build teachers’ abilities to use ICT tools effectively. Strong coordination between coursework and field experience is required, with instructors and supervising teachers jointly designing projects, case studies, and practical assignments that link theory to classroom realities.

Key Words: Challenges, Pedagogy, Pedagogical skills, Prospective or future Teacher,