Opportunities to Learn During Student Teaching: International Investigation of Secondary Prospective Teachers' Experiences

• In Event: 65.066 - Mathematics Teacher Education: Results and Implications of an International Study

Abstract

Purpose
We present the results of an investigation in which we identify the association between prospective teachers’ opportunities to learn from practicum experiences and the level and depth of the mathematical pedagogical content knowledge acquired at the end of their teacher preparation. We identify and describe the different practicum experiences observed across countries and discuss the underlying approaches to learning to teach as reported by program leaders that may be associated with this variation.

Theoretical framework
Many studies focus on the structure and level of teachers’ knowledge (e.g., Ball, et al., 2008; Hill et al., 2008; Shulman, 1986) and learning (Bakkenes, et al., 2010; Jaworski, 2006). But there is still limited understanding of how mathematical and pedagogical knowledge become enacted in teaching practices. There is evidence (Fennema & Franke, 1992) that knowledge of students’ processes and thinking impacts teacher decision-making and allows teachers to attend to individual students, and influences educational outcomes. Pedagogical content knowledge can bridge the gap between knowing for oneself and supporting others in coming to know as well. This puts a special demand on teacher educators as well as teacher preparation programs trying to support teachers learning from practice and helping them better use their knowledge in teaching.

Methods and data sources
Our main research question is: What are the commonalities and differences between secondary mathematics teacher preparation programs in specific countries related to the way they structure the practicum and opportunities to learn within the domain of mathematical pedagogical content knowledge (MPCK)? Publicly available data from TEDS-M study and international reports (Tatto, et al., 2013) were separately analyzed across the two secondary program types (lower secondary, upper secondary) for the 16 countries who participated in TEDS-M at the secondary level. We first conducted descriptive analyses of the secondary mathematics preparation program types using data from the survey of prospective teachers as well as the program survey. Next we used a regression analysis for opportunities to learn and achieved MPCK of prospective teachers, relative to types of field experiences offered by different programs.

Results
The preliminary analyses supports the hypothesized positive association between a variety of practicum experiences offered to prospective teachers and their scores in the MPCK assessment in programs across countries.


Scholarly significance
Within the TEDS-M data there is a unique opportunity to observe some patterns that help us understand how different opportunities to learn when student teaching may serve to bridge the gap between theory and practice. This is particularly important as some programs move to diminish coursework in favor of field experiences. This international analysis of prospective secondary teachers’ field experiences and the relationships with MPCK has policy implications for programs considering alternating the student teaching requirements. Effective mathematics instruction for all students worldwide is an issue of social justice. Improving teacher preparation programs through expanded field experiences has the potential to improve mathematical outcomes for all students.

Author

• Jan Sunderlik, Constantine the Philosopher University, Slovakia