• Adelodun, O. A. (2014). Relevance of the mathematics education programmes of the Nigerian colleges of education to the teaching of junior secondary mathematics. Journal of Education and Practice, 5(7), 24-28.
• Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449-466. https://doi.org/10.1086/461626
• Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. Multiple Perspectives on the Teaching and Learning of Mathematics, 4, 83-104.
• Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14-17, 20-22, 43-46.
• Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
• Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator (Vol. 5). Springer Science & Business Media. https://doi.org/10.1007/1-4020-5993-0
• Birhanu, M, A. (2010). Active learning approaches in mathematics education at universities in Oromia, Ethiopia. LAP LAMBERT Academic Publishing.
• Bjarnadóttir, K. (2007). Fundamental reasons for mathematics education in Iceland. Monograph 1, 137-150. https://doi.org/10.1201/b10579-11
• Calli, E. (2015). A quantitative investigation of mathematical knowledge for teaching and self-efficacy: middle school mathematics teachers in Turkey (Master’s thesis). Bilkent University.
• Charalambous, C. Y. (2008). Preservice Teachers’ Mathematical Knowledge for Teaching and Their Performance in Selected Teaching Practices: Exploring a Complex Relationship (Doctoral dissertation). The University of Michigan. http://hdl.handle.net/2027.42/61673
• Corkin, D. M., Ekmekci, A., & Papakonstantinou, A. (2015). Antecedents of teachers’ educational beliefs about mathematics and mathematical knowledge for teaching among in-service teachers in high poverty urban schools. Australian Journal of Teacher Education, 40(9), 3. https://doi.org/10.14221/ajte.2015v40n9.3
• Cristobal, E., Flavian, C., & Guinaliu, M. (2007). Perceived e-service quality (PeSQ): Measurement validation and effects on consumer satisfaction and web site loyalty. Managing Service Quality, 17(3), 317-340. https://doi.org/10.1108/09604520710744326
• Dawit, M., & Alemayehu, B. (2001). Pre-service Teachers’ perception towards professional courses and The Efficacy of subject Methodology courses in Developing Pedagogical Content Knowledge. The Ethiopian Journal of Education, 21(2), 21-60.
• Ding, L., He, J., & Leung, F. K. S. (2014). Relations between subject matter knowledge and pedagogical content knowledge: A study of Chinese pre-service teachers on the topic of three-term ratio. The Mathematics Educator, 15(2), 50-76.
• Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 147-164). Macmillan Publishing Co, Inc.
• Gallagher, J. J., Floden, R. E., & Gwekwerere, Y. (2012). Context for Developing Leadership in Science and Mathematics Education in the USA. In Second International Handbook of Science Education (pp. 463-476). Springer. https://doi.org/10.1007/978-1-4020-9041-7_32
• Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Examining gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182-193. https://doi.org/10.1016/j.lindif.2016.01.002
• Garson, G. D. (2012). Testing statistical assumptions. Statistical Associates Publishing.
• Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators=quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346. https://doi.org/10.1080/13664530.2013.813766
• Gravetter, F., & Wallnau, L. (2014). Introduction to the t statistic. Essentials of Statistics for the Behavioral Sciences, 8, 252.
• Greenberg, J., & Walsh, K. (2008). No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America’s Education Schools. National Council on Teacher Quality.
• Gudmundsdottir, S. (1987). Pedagogical content knowledge: teachers’ ways of knowing [Paper presentation]. Annual Meeting of the American Educational Research Association, Washington, DC.
• Han, H. (2016). A study on pre-service mathematics teachers’ MKT. Communications of Mathematical Education, 30(1), 101-120. https://doi.org/10.7468/jksmee.2016.30.1.101
• Hauk, S., Jackson, B., & Tsay, J-J. (2017). Those who teach the teachers: Knowledge growth in teaching for mathematics teacher educators. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education (pp. 428-439), San Diego, California.
• Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61. https://doi.org/10.1177/0022487106295726
• Hill, H. C., & Ball, D. L. (2009). The curious- and crucial-case of mathematical knowledge for teaching. Phi Delta Kappan, 91(2), 68-71. https://doi.org/10.1177/003172170909100215
• Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. The Elementary School Journal, 105(1), 11-30. https://doi.org/10.1086/428763
• Jakobsen, A., Kazima, M., & Kasoka, D. N. (2018). Assessing prospective teachers’ development of MKT through their teacher education: A Malawian case. In E. Norén, H. Palmér, & A. Cooke (Eds.) Papers of NORMA 17, The eighth Nordic conference on mathematics education, Stockholm, May 30–June 2, 2017 (pp. 219-227). Swedish Society for Research in Mathematics Education.
• Johannsdottir, B. (2013). The mathematical content knowledge of prospective teachers in Iceland. Teachers College.
• Jonasson, J. T. (2010). PLA Iceland: Issues related to teacher educators. http://www3.hi.is/~jtj/PLA%20June/PLAJune2010do.htm
• Kassa, M. (2014). Mathematics teacher education and teachers’ professional competence in Ethiopia (PhD dissertation).
• Kelly, A. V. (1999). The curriculum: Theory and practice (4^th Ed.). Sage.
• Koster, B., Dengerink, J., Korthagen, F., & Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching, 14(5-6), 567-587. https://doi.org/10.1080/13540600802571411
• Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Sage.
• Lee, J., Meadows, M., & Lee, J. O. (2003). What Causes Teachers to Implement High-Quality Mathematics Education More Frequently: Focusing on Teachers’ Pedagogical Content Knowledge [Paper presentation]. 2003 Association for Childhood Education International (ACEI) International Annual Conference, Phoenix, AZ.
• Leech, N., Barrett, K., & Morgan, G. (2008). SPSS for intermediate statistics: Use and interpretation. Erlbaum Associates.
• Leong, K. E., Chew, C. M., & Abdul Rahim, S. S. (2015). Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 363-370. https://doi.org/10.12973/eurasia.2015.1346a
• Levene, H. (1960). Robust tests for equality of variances. In I. Olkin, S. G. Ghurye, W. Hoeffding, W. G. Madow, & H. B. Mann (Eds.), Contributions to Probability and Statistics (pp. 278-292). Stanford University Press.
• Lewin, K. M., & Stuart, J. S. (2003). Researching teacher education: new perspectives on practice, performance and policy. DFID.
• Lim-Teo, S. K., Chua, K. G., Cheang, W. K., & Yeo, J. K. (2007). The development of diploma in education student teachers’ mathematics pedagogical content knowledge. International Journal of Science and Mathematics Education, 5(2), 237-261. https://doi.org/10.1007/s10763-006-9056-5
• Mapolelo, D. C., & Akinsola, M. K. (2015). Preparation of mathematics teachers: Lessons from review of literature on teachers’ knowledge, beliefs, and teacher education. International Journal of Educational Studies, 2(1), 01-12.
• Mason, J., & Davis, B. (2013). The importance of teachers’ mathematical awareness for in-the-moment pedagogy. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 182-197. https://doi.org/10.1080/14926156.2013.784830
• McCallum, J. M., Arekere, D. M., Green, B. L., Katz, R. V., & Rivers, B. M. (2006). Awareness and knowledge of the US Public Health Service syphilis study at Tuskegee: implications for biomedical research. Journal of Health Care for the Poor and Underserved, 17(4), 716. https://doi.org/10.1353/hpu.2006.0130
• Meena, W. (2009). Curriculum innovation in teacher education: exploring conceptions among Tanzanian teacher educators. Abo Academi University Press.
• Ministry of Education (2013). Curriculum Framework for Primary Pre-service Education. Author
• Ministry of Education (2016). Evaluating teacher training practices in Ethiopia across modalities: Focus on primary and pre-primary Future Program. Author.
• Ministry of Education (MoE). (2006). Action Research in Primary Schools in Ethiopia, Ministry of Education and Academic for Educational Development, and United States Agency for International Development, AA. Ethiopia.
• Mishra, P., Pandey, C. M., Singh, U., Keshri, A., & Sabaretnam, M. (2019). Selection of appropriate statistical methods for data analysis. Annals of Cardiac Anaesthesia, 22(3), 297. https://doi.org/10.4103/aca.ACA_248_18
• Morris, A. K., Hiebert, J., & Spitzer, S. M. (2009). Mathematical knowledge for teaching in planning and evaluating instruction: What can preservice teachers learn? Journal for research in mathematics education, 40(5), 491-529. https://doi.org/10.5951/jresematheduc.40.5.0491
• National Council for teachers of mathematics (2000). Principles and standards for school mathematics. Author.
• Ndlovu, Z., Amin, N., & Samuel, M. A. (2017). Examining pre-service teachers’ subject matter knowledge of school mathematics concepts. Journal of Education (University of KwaZulu-Natal) (70), 46-72.
• Olanoff, D. E. (2011). Mathematical knowledge for teaching teachers: The case of multiplication and division of fractions. Syracuse University.
• Osaki, K. M. (2000). Reflection on the change processes implied in the teacher education master plan in Tanzania. In G. Höjlund, N. Mtana, & E. Mhando (Eds). Practices and possibilities in teacher education in Africa: Perspectives from Tanzania. Ecoprint.
• Prabhu, M., Patil, S. H., & Kangokar, P. C. R. (2013). Glaucoma awareness and knowledge in a tertiary care hospital in a tier-2 city in South India. Journal of the Scientific Society, 40(1), 3. https://doi.org/10.4103/0974-5009.109674
• Prestage, S., & Perks, P. (1999). Subject matter knowledge in experienced and novice teachers of mathematics [Paper presentation]. British Educational Research Association Conference, University of Sussex, at Brighton. http://www.leeds.ac.uk/educol/documents/000001168.htm
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
• Shulman, L. S., Sykes, G., Education, T. F. o. T. a. a. P. C. F. o., & Economy, t. (1986). A national board for teaching? In search of a bold standard. Carnegie Corporation.
• Sutton, J., & Krueger, A. (2002). EDThoughts: What We Know about Mathematics Teaching and Learning. National Network of Eisenhower Regional Consortia and National Clearinghouse.; Association of State Supervisors of Mathematics.; Mid-Continent Research for Education and Learning, Aurora, CO.
• Tatto, M. T., Peck, R., Schwille, J., Bankov, K., Senk, S. L., Rodriguez, M., Ingvarson, L., Reckase, M., & Rowley, G. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-MM). International Association for the Evaluation of Educational Achievement.
• Thames, M. H., & Ball, D. L. (2010). What Math Knowledge Does Teaching Require? Teaching Children Mathematics, 17(4), 220-229. https://doi.org/10.5951/TCM.17.4.0220
• Trochim, W., & Donnelly, J. (2006). The research methods knowledge base. Atomic Dog Publishing Inc
• UNICEF. (2010). Defining quality in education [Paper presentaion]. UNICEF at the meeting of the international working group on education. Florence, Italy, June.
• Weiss, R. S. (1994). Learning from strangers: The art and method of qualitative interview studies. Free Press.
• Workneh, A., & Tessema, W. (2013). Teacher training and development in Ethiopia: Improving education quality by developing teacher skills, attitudes and work conditions. Young Lives.
• Yohannes, G. (2007). Barriers to teaching and learning mathematics in grade four: a study in one primary school in Addis Ababa, Ethiopia (Master’s thesis), Department of Special Needs Education, Faculty of Education, University of Oslo, Norway.

APA

Tefera, A., Atnafu, M., & Michael, K. (2021). The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1964. https://doi.org/10.29333/ejmste/10858

Vancouver

Tefera A, Atnafu M, Michael K. The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching. EURASIA J Math Sci Tech Ed. 2021;17(5):em1964. https://doi.org/10.29333/ejmste/10858

AMA

Tefera A, Atnafu M, Michael K. The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching. EURASIA J Math Sci Tech Ed. 2021;17(5), em1964. https://doi.org/10.29333/ejmste/10858

Chicago

Tefera, Anteneh, Mulugeta Atnafu, and Kassa Michael. "The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 5 (2021): em1964. https://doi.org/10.29333/ejmste/10858

Harvard

Tefera, A., Atnafu, M., and Michael, K. (2021). The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1964. https://doi.org/10.29333/ejmste/10858

MLA

Tefera, Anteneh et al. "The Relevance of Current Ethiopian Primary School Teacher Education Program for Pre-service Mathematics Teacher’s Knowledge and Teacher Educator’s Awareness about Mathematics Knowledge for Teaching". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 5, 2021, em1964. https://doi.org/10.29333/ejmste/10858