Working to build a coherent teacher education program that leads to results in the K-12 classroom for all students, regardless of race, ethnicity, socioeconomic status, and/or language, guides my preparation of prospective teachers. Coherent teacher education is developing a teacher’s image of what is possible for students’ learning and providing the skills and tools needed to achieve and uphold that image. I follow two principles to build coherence.
Teachers with a more articulate instructional vision may be more likely to enact their vision (Hammerness, 2008). Teacher education programs have considerable influence of developing the instructional visions of teachers (Jansen et al, 2018). One of the instructional visions that I develop in teachers is implementing high-leverage practices. To foster preservice teacher’s enactment of high-leverage practices, I implement practice-based teacher education pedagogy.
Children's mathematical learning from pre-numerical stages through the acquisition of advanced numerical and spatial processes and operations. Research-based development of a theory of children's learning. Includes field component.
Introductory ideas about mathematics education, including current mathematics standards and policy documents, learning theories, and teaching strategies. Students will explore how secondary students think about and learn mathematics, examine how to select and modify tasks, use appropriate technology, and apply their learning in an accompanying field experience.
Prospective teachers work one-on-one with secondary school pupils to investigate their mathematical thinking and learn to communicate mathematically with pupils.