Understanding inspiring teaching and learning in mathematics through prospective teachers’ experience

Abstract

Understanding how mathematics teacher educators (MTEs) inspire prospective mathematics teachers (PMTs) is essential for advancing mathematics pedagogy and developing future mathematics. This study explored the qualities of inspiring MTEs, the nature of their classroom environments and teaching practices, and the impact of their teaching on PMTs’ development. Through a case study approach combined with narrative inquiry, data were gathered via two rounds of semi-structured interviews with 20 undergraduate PMTs. Narrative analysis revealed that inspiring MTEs embody a blend of personal and professional qualities—knowledgeability, self-discipline, friendliness, authoritativeness, graciousness, enthusiasm, humour, and humility—which underpin a supportive and engaging learning environment. Their teaching practices featured clear, insightful explanations; a balance of challenge and support; and encouragement of self-discipline, independent learning, and creative mathematical thinking. These experiences fostered not only academic growth but also shaped PMTs’ beliefs, attitudes, and aspirations as future educators. The findings highlight the need for teacher education programmes to intentionally cultivate such qualities and practices in MTEs to prepare mathematics teachers who can inspire and empower their students.