PERSEVERING THROUGH DIFFICULTIES: A STUDY ON THE CHALLENGES FACED BY MATHEMATICS EDUCATION STUDENTS DURING MACRO-TEACHING

Abstract

This study aimed to examine the challenges encountered by mathematics education students during
their macro-teaching practice. A descriptive survey design was employed for the study, and a sample of 35
final year students pursuing a Bachelor of Education (Mathematics) program were selected using the simple
random sampling technique. Questionnaires were used as the main instruments for data collection, and the
data was analyzed using descriptive statistics. The results showed that student-teachers faced environmental,
instructional, and supervisory challenges during their macro-teaching practice. The environmental challenges
included inadequate teaching and learning resources and difficulty in accessing transport to the schools.
Instructional challenges included difficulties in managing student behavior and a lack of subject content
knowledge. Supervisory challenges were related to inadequate support and feedback from supervisors, which
hindered the student-teachers' development. The study concludes that addressing these challenges is critical
for improving the quality of teacher education programs and ensuring that student-teachers are equipped with
the necessary skills and knowledge to become effective teachers. The study recommends that universities and
teacher education institutions provide adequate resources and support to student-teachers during their macroteaching practice, such as access to teaching and learning resources, regular feedback, and mentorship.
Furthermore, the study highlights the need for continuous professional development for supervisors and
mentor teachers to improve their skills in providing effective support to student-teachers.