scholarly journals Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks

2021 ◽  
Vol 7 (3) ◽  
pp. 954-971
Author(s):  
Scott A. Courtney ◽  
Joanne Caniglia
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematical Practice ◽  
Teacher Preparation Programs ◽  
Habits Of Mind ◽  
Preparation Programs ◽  
Mathematical Practices ◽  
Mathematics Teacher Educators ◽  
And Mathematics

In the U.S., state adopted or developed college- and career-ready mathematics standards, including the Common Core State Standards for Mathematics, not only impact districts, students, and their teachers, but also university teacher preparation programs. In order to attain and sustain Common Core’s vision of developing mathematically competent citizens, teacher preparation programs must support pre-service teachers’ development of practical conceptions of the Standards for Mathematical Practice. In this article, we examine the mathematical practices middle grades pre-service teachers (grades 4-9 licensure) and mathematics teacher educators identified as playing a role in attempts to make sense of and work toward solutions to mathematics problems. In addition, we compare the mathematical practices indicated both within and across pre-service teachers and mathematics teacher educators. Results identify pre-service teachers’ potential difficulties operationalizing six specific mathematical habits of mind. Finally, we describe how such comparisons can guide the design of future teacher education and professional learning by describing a process for identifying problems and tasks with the greatest potential to support pre-service teachers’ development of practical conceptions of mathematics or other content-specific habits of mind.

Noticing and Wondering: A Language Structure to Support Mentoring Conversations

2019 ◽  
Vol 7 (2) ◽  
pp. 44-56
Author(s):  
Sarah A. Roller
Keyword(s):  
Teacher Preparation ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Mathematics Teacher Educators ◽  
Language Structure ◽  
Before And After ◽  
And Mathematics ◽  
Educative Mentoring

Teachers and mathematics teacher education scholars have identified field experiences and quality mentoring as influential components of math teacher preparation and development. Yet, quality mentoring is a complex and demanding practice. Providing educative feedback to novices, particularly that which encourages reflection versus evaluation, can be challenging work for mentors. To study the potential of an intervention for providing professional development for mentors, I worked with pairs of mentors and prospective teachers (PSTs) offering Smith's (2009) noticing and wondering language as a way of structuring mentoring conversations that maintain both descriptive and interpretive analytic stances. Analysis of before and after conversations provided evidence of how mentor-PST pairs adopted noticing and wondering language, and in particular illuminated the ways in which the language structure might support interpretive mentoring conversations for studying teaching. The results suggest that mathematics teacher educators may want to consider what makes wondering challenging work and how to best support wondering in educative mentoring conversations.

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

Innovative Pathways in STEM Teacher Preparation: Bridging the Gap between University Expectations & Secondary School Needs

2019 ◽  
pp. 649-651
Author(s):  
Ryan G. Zonnefeld ◽  
Valorie L. Zonnefeld
Keyword(s):  
Teacher Preparation ◽  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Interdisciplinary Approach ◽  
Teacher Preparation Programs ◽  
School Students ◽  
Preparation Programs ◽  
And Mathematics ◽  
Certified Teacher

Innovative teacher preparation programs for STEM education are essential for meeting the goal of ensuring that secondary school students receive instruction from a certified teacher. This exploratory workshop examines the role that interdisciplinary STEM and mathematics programs can have to increase the number of certified teachers prepared to teach STEM classes from an interdisciplinary approach.

Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum

2016 ◽  
pp. 215-240 ◽  
Author(s):  
Alden J. Edson ◽  
Amanda Thomas
Keyword(s):  
Teacher Preparation ◽  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Critical Role ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Enacted Curriculum

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals Systematic Identification, Implementation, and Evaluation of High-Leverage Practices in Teacher Preparation

2021 ◽  
Vol 1 (1) ◽  
pp. 4-15
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Lawrence Maheady
Keyword(s):  
Decision Making ◽  
Teacher Preparation ◽  
Student Outcomes ◽  
Teacher Educators ◽  
Content Area ◽  
Teacher Preparation Programs ◽  
Exceptional Children ◽  
Preparation Programs ◽  
Is Research ◽  
Systematic Identification

An emphasis on practice-based teacher education has led the Council for Exceptional Children to develop 22 high-leverage practices (HLPs). Each HLP is research based, used frequently in classrooms, and applicable across age, grade, and content area. In this article, we discuss the importance of a systematic process for teacher preparation programs to consider when identifying, implementing, and evaluating HLPs. The extent and quality that HLPs are integrated within preparation programs will affect graduating teacher’s professional readiness and their ability to immediately affect student outcomes. It is our intent that this article supports teacher educators and scholars to continue the conversation around HLPs in teacher preparation. In addition, we encourage preparation programs to consider data-based decision making when identifying, implementing, and evaluating HLPs within program curricula.   

Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum

2018 ◽  
pp. 1647-1672
Author(s):  
Alden J. Edson ◽  
Amanda Thomas
Keyword(s):  
Teacher Preparation ◽  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Critical Role ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Enacted Curriculum

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

Embedding Elementary Teacher Education Coursework in Local Classrooms

2017 ◽  
pp. 262-292 ◽  
Author(s):  
Barbara Ann Swartz ◽  
Jeremy M. Lynch ◽  
Sararose D. Lynch
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Students ◽  
Teacher Educators ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Field Placements ◽  
Student Reflections

Accrediting bodies and research have noted the divide between coursework and experiences pre-service teachers (PSTs) have during field placements. To address this issue, three teacher educators have integrated McDonald et al.'s (2013) cycle of learning to embed their teacher preparation coursework in the areas of mathematics and special education into local elementary school classrooms. These instructional activities consisted of PSTs experiencing or learning about the activity in the college/university classroom, co-planning and rehearsing the activity at the college/university with the teacher educator, enacting the activity individually or in pairs with whole class or small groups of elementary students at the elementary school, and then debriefing as a group with the teacher educator and classroom teacher after working with the elementary students. The three courses summarized in this chapter, and the subsequent student reflections, validate the effectiveness of this practice and signal a need for broader adoption in other content areas across teacher preparation programs.

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