Abstract
Globalization has a significant bearing on mathematics teacher education and there is need for a comprehensive restructuring to meet the demands of the interconnected world. This study advocates for a paradigm shift that encompasses cross-cultural competencies, linguistic diversity, and a nuanced understanding of global educational trends. It further highlights the significant influence of virtual learning environments (VLEs) in responding to the challenges posed by globalization and emphasizes the synergy between VLEs and heutagogical practices. Drawing from the cited case studies and other existing literature, this chapter underscores the departure from conventional pedagogical methods towards a learner-cantered, self-determined approach. The chapter concludes by discussing the far-reaching implications for policy, practice, and theory, urging stakeholders to recognize the benefits of heutagogy in preparing mathematics teachers for the complexities of the twenty-first century teaching and learning.
TopIntroduction
Mathematics teacher education is continually evolving to meet the demands of a dynamic landscape shaped by globalization and digital technological innovation, particularly in the era of the fourth industrial revolution. This transformative period, marked by technologies such as the internet of things, virtual reality, robotics, artificial intelligence, and more (Traore, 2021), emphasizes the urgency of cultivating 21st-century skills among both mathematics learners and teachers (Luneta, 2022a). Mukuka and Alex (2024) emphasise the growing demand for these essential skills in mathematics education, highlighting the importance of equipping prospective teachers with the knowledge and competencies required for effective instruction.
As the educational landscape experienced a significant shift during the COVID-19 pandemic, online learning became a pivotal mode of instruction and assessment for mathematics education (Kamal et al., 2023; Mukuka et al., 2021; Mulenga & Marbán, 2020). This transition, while promising, stresses the critical need for rigorous research and effective practices to integrate and sustain these innovations within the policies, curricula, and pedagogies of mathematics teacher education. This chapter explores the potential of two global and innovative approaches—heutagogy and virtual learning environments (VLEs)—to enhance the quality and relevance of mathematics teacher education in the current era.
Heutagogy, a self-determined learning approach that empowers learners to lead their educational journey and develop indispensable 21st-century competencies (Blaschke & Hase, 2015), aligns with the evolving demands of mathematics teacher education. Similarly, VLEs, digital platforms leveraging technology to deliver instruction and foster interactive learning experiences (Korucu-Kış, 2021; Yildiz & Scharaldi, 2015), exemplify the transformative power of globalization on pedagogical landscapes. This perspective is consistent with LeTendre’s (2022) view, wherein globalization is seen as a progression marked by heightened communication and information exchange, facilitated by the utilization of VLEs. The evolution towards an interconnected society necessitates digital communication and provides easy access to specialized knowledge and diverse models of practice. This is crucial in fostering teaching skills among both preservice and in-service teachers.
In this chapter, we contend that both heutagogy and VLEs epitomize responses to global trends and challenges within mathematics teacher education. Their innovative solutions offer unprecedented opportunities to augment mathematics teaching and learning methodologies. Halupa (2021) proposed that heutagogy could serve as a theoretical model or structure for curriculum design, thereby aiding students in learning and problem-solving. This approach is especially potent when combined with technology. Halupa further suggests that modern teaching technologies empower students to independently construct and investigate new ideas, leading to a more rewarding educational experience characterized by significant, applicable practice and evaluation. Additionally, this chapter presents evidence and practical illustrations (through case studies) demonstrating the successful implementation and evaluation of heutagogy and VLEs across various contexts and levels of mathematics teacher education.
By shedding light on the affordances of heutagogy and VLEs in mathematics teacher education, this chapter makes a substantial contribution to advancing the knowledge and insights that are cardinal for cultivating essential teaching skills among future mathematics teachers in the globalized era. It highlights the influence of these dynamic forces in reshaping pedagogical approaches, ensuring that mathematics teachers are equipped to address the evolving needs of learners in our fast-paced and ever-changing world. The chapter specifically focuses on achieving the following objectives:
- i.
To explore the impact of globalization on mathematics teacher education, particularly in the context of heutagogy and VLEs.
- ii.
To present empirical evidence and practical examples of heutagogy and VLEs in various contexts and levels of mathematics teacher education.
- iii.
To discuss the benefits, challenges, and implications of heutagogy and VLEs for mathematics teacher education.
Key Terms in this Chapter
Linguistic Diversity: The variety and multilingualism of languages spoken within a specific area or around the world.
Globalised Age: Refers to the interconnectedness and interdependence of the world due to advancements in technology, communication, transportation, and many more.
Conventional pedagogical methods: Traditional teaching methods and practices.
Virtual Learning Environments (VLEs): Online platforms that replicate a physical learning environment, enabling teaching and learning to take place remotely.
Learner-Centered Approach: An educational approach that focuses on the needs and abilities of the learner, rather than the teacher or the curriculum.
Global educational trends: Current patterns and shifts in education on a global scale.
Heutagogy: A form of self-determined learning with practices and principles rooted in andragogy, a self-regulated learning approach.
Twenty-first century teaching and learning: Refer to a broad set of abilities, knowledge, habits, and traits that are considered essential for success in today’s interconnected world. These skills are not limited to any specific academic subject or career but are applicable across various fields and throughout a person’s life. Example of these skills include, but not limited to critical thinking, creativity, collaboration, communication, information literacy, technology literacy, and life skills.
Cross-cultural competencies: Skills and understanding necessary to interact effectively with people from different cultural backgrounds.
Mathematics Teacher Education: The field of study and practice related to the teaching and learning of mathematics.