Abstract

Teacher Education is intended to not only prepare pre-service teachers (PSTs) to teach but also to continue learning themselves. This paper, which is drawn from a Masters level qualitative research study, in the Mathematics Education field and involving Mathematics major PSTs as research participants, focuses on the aspect of preparing pre-service teachers for continuing learning. It reports on a framework comprising two Interrelated Plans named: PSTs continuing professional development (CPD) preparation Plan and PSTs CPD Plan, which are being proposed and recommended to support the preparation of Mathematics PSTs for continuing learning. The proposed framework presents a structure to facilitate intention-illuminated action toward preparing PSTs for CPD in a Teacher Education context. Its use in the preparation of PSTs for CPD could contribute to boosting the PSTs’ ability to identify with and prioritise CPD and uptake of CPD when they start serving as teachers.

Keywords: Continuing professional development, Continuing learning, Mathematics preservice teachers, Framework