Search results for: Holmes Kathryn

The goal of this study is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The main findings are that pre-service teachers found practice-based experience and the subsequent reflections using teaching rounds very valuable compared to other learning experiences. The authors also found that pre-service teachers undertaking a Masters teaching degree were significantly more insightful about planning for and reflecting about teaching practice than those undertaking an undergraduate degree.