Preparing Elementary School Teachers to Learn From Teaching: A Comparison of Two Approaches to Mathematics Methods Instruction

Abstract

Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory–practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two preservice teachers enrolled in a one-year post-bachelor elementary teacher preparation program were randomly assigned to attend this course or a more typical mathematics methods course. Findings suggest that teacher preparation experiences centered on systematic reflection and analysis create opportunities to develop certain aspects of learning-from-teaching competencies that remain otherwise underdeveloped. Implications for the design of teacher preparation include the integration in mathematics methods courses of cycles of analysis through video-enhanced discussions; collaborative planning, implementation, and reflection on teaching; and live observation and co-constructed interpretations and considerations of next steps.

ACKNOWLEDGMENTS

This project would have not been possible without the preservice teachers who attended the methods courses and the support of the program director and dean of the School of Education. We also thank the course instructors, who have collaborated with us since the project planning phase and have demonstrated incredible flexibility and patience. Finally, we are grateful to all undergraduate student members of the research team.

Additional information

Funding

This research was supported by the National Science Foundation (REESE program) under grant DRL-0953038. Any opinions, findings, and conclusions expressed in this material are those of the authors and do not necessarily reflect the views of the funding agency.