Narratives of Graduates’ Students in Bachelor of Secondary Education Major in Mathematics Programs Under Tutelage of Non-Education Instructors

This study explored the experiences of graduates of the Bachelor of Secondary Education major in Mathematics regarding mathematics courses taught by non-education instructors. Specifically, it examined their reasons for pursuing the program, the challenges they encountered, the ways they coped with those challenges, and their recommendations for future students and higher education institutions. The study used a qualitative design and analyzed semi-structured interview data through thematic analysis. Thirteen graduates of Central Mindanao University were selected through purposive sampling. Interview transcripts were coded, grouped into categories, and refined into interpretive themes. The findings showed that the participants pursued the program mainly because of their interest in mathematics, desire to deepen their content knowledge, improve their teaching skills, and attain professional growth. The findings also indicated that non-education instructors were often perceived as mathematically competent but pedagogically limited, which made lessons fast-paced, highly technical, and less accessible. In response, the participants relied on self-study, peer support, and external learning resources, suggesting that pedagogical gaps shifted much of the work of understanding from the instructor to the student. The participants recommended stronger student initiative and institutional support for pedagogical training, especially for non-education instructors assigned to major mathematics courses. The study therefore underscores the need to align content expertise with pedagogical competence in mathematics teacher education.

Mathematics education, non-education instructors, graduate narratives, pedagogical challenges, coping strategies, teacher preparation

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