In Event: Roundtable Session 20

Division K - Teaching and Teacher Education / Section 5: Preservice Teacher Education Coursework: Practices to Improve Teacher Knowledge, Understanding, and Application of Subject Matter, Content, and Pedagogical Practices

Hengameh Kermani, University of North Carolina

Preservice Teachers’ Professional Noticing Through Lesson Study - Julie Amador, University of Idaho; Ingrid Weiland, Metropolitan State University of Denver; Rick Alan Hudson, University of Southern Indiana

The Development of Prospective Elementary Teachers’ Early Pedagogical Content Knowledge - Sarah Hough, University of California - Santa Barbara; Monica Mendoza, University of California - Santa Barbara; Bill Jacob, University of California - Santa Barbara; Kyunghee Moon, The University of West Georgia

The Effects of Socioscientific Inquiry on Nature of Science (NOS) Conceptions - Kristin Leigh Cook, Bellarmine University; Gayle A. Buck, Indiana University

The Role of Mathematics Teacher Education Curriculum in Turkish Preservice Mathematics Teachers’ Content Knowledge for Teaching Mathematics - Serife Sevinc, Middle East Technical University

Develop Preservice Teachers’ Conceptual Understanding of the Division of Fractions by Integrating Mathematical Habits of Mind - Hsing-Wen Hu, The University of Alaska - Anchorage; Cathy A. Coulter, The University of Alaska - Anchorage; Wei-Ying Hsiao, University of Alaska Anchorage