Seeing It All Versus Not Seeing Anything: How Two Prospective Teachers Interpreted Similar Experiences

• In Event: 75.061 - Roundtable Session 34
  In Roundtable Session: 75.061-2 - Mathematics Teacher Education

Abstract

Two perspective teachers, who consistently shared experiences in college coursework and shared field component responsibilities, are investigated for their differing orientations after a particular lesson. Melissa became convinced of the usefulness of her teacher preparation program while Robin felt she still needed to translate what she was learning to work in the classroom. Questions about the influence of the participants’ professional identities are raised in how their identity as a teacher-of-mathematics was used to make sense of their experiences. Implications of how teacher educators may aid students in using fragments of experience to construct an image of self-as-teacher are considered.

Authors

• AnnaMarie Conner, University of Georgia

• Carlos Nicolas Gomez, University of Georgia