Search results for: Wood Marcy B.
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Bringing the Teacher into Teacher Preparation: Learning from Mentor Teachers in Joint Methods Activities
This article draws on Lampert’s three-pronged model of teaching practice (Lampert, 2001) to explore the possible contributions of elementary classroom teachers to the learning-to-teach-mathematics experiences of preservice teachers (PSTs). The authors focus on a third-space context in which mentor teachers (MTs), PSTs, and university teacher educators collaborated to plan and analyze task-based problem-solving interviews of children. The authors analyzed the MT's contributions to a third-space activity involving the task-based interview. This analysis also suggests ways in which university teacher educators might enhance the development of methods/field third spaces by anticipating and preparing to leverage MT contributions.
Updated: Nov. 23, 2016
The purpose of this article is to add to and challenge the conversations about what learning to teach mathematics requires and how its complexity makes content-specific induction and rich opportunities to learn not only desirable but also essential. The authors report on the cases of two well-started novice mathematics teachers. The two new teachers made considerable progress in their teaching. However, there was still much about the complexity of teaching, specifically teaching math, that the new teachers had to learn.
Updated: May. 28, 2012