This study examines the impact of a structured training program designed to enhance preservice teachers’ pedagogical competence in integrating storytelling into mathematics instruction. Using a mixed-methods design, it explored participants’ attitudes and experiences, as well as the extent to which their acquired knowledge was reflected in the lesson plans they designed. Data were collected through questionnaires, reflective journals, and an analytic rubric. Findings indicate a positive but uneven development. While initial self-efficacy was relatively low (M = 2.64, on a five-point Likert scale), participants expressed highly positive attitudes toward storytelling (e.g., M = 4.78). Following the training, they reported increased confidence and conceptual understanding. Lesson plans demonstrated high mathematical accuracy (M = 4.75) and strong alignment with instructional objectives (M = 4.02), with 63.9% rated as good or excellent, but also revealed weaker performance in learner engagement and the use of multiple representations (M = 3.44). Overall, the results highlight the effectiveness of structured, practice-oriented professional development in supporting the translation of narrative pedagogy into instructional design, while also revealing a gap between positive attitudes and pedagogical implementation. The study provides a comprehensive perspective on how storytelling can be meaningfully integrated into mathematics education.
Kaiafa et al. (Sun,) studied this question.