Making Connections: Secondary Mathematics Preservice Teachers' Perceptions About Their Teacher Education Program

• In Event: Exploring the Role of Borders in Mathematics Preservice Teacher Education

Abstract

Teacher education programs are typically comprised of university-based coursework and school-based practica. For secondary-level mathematics pre-service teachers, this involves three subject-specific components: mathematics content courses, mathematics teaching methods courses, and practica. While some programs make efforts to integrate and connect these components, many still offer and operate the components distinctly and separately–thus resulting in a “bordered” reality for students (Bain & Moje, 2012; Ebby, 2000). In this study, we used the case of one Canadian teacher education program to explore pre-service teachers’ experiences. More specifically, our research question was: What are secondary mathematics pre-service teachers’ perceptions of the three components of their teacher education program?

Each component of teacher education programs serves specific and distinct purposes that provide pre-service teachers with necessary skills for teaching (Baumert et al., 2017). In mathematics content courses, pre-service teachers learn mathematical knowledge, often going beyond the curricula they are required to teach at the secondary level (Williams, 2001). Teaching methods courses allow pre-service teachers to experience specific teaching approaches to teach mathematics through both a student and teacher lens (Kiliç, 2011; Wilkins & Brand, 2004). Finally, practica provide pre-service teachers with an authentic, in-school teaching experience supervised by a classroom teacher (Arnold, Gröschner, & Hascher, 2014; Borman, Mueninghoff, Cotner, & Frederick, 2009).

Informed by the exploratory case method (Yin, 2009) semi-structured interviews were used to explore pre-service teachers’ experiences in their four-year, undergraduate-level teacher education program. Interviews took place at the end of the program and pre-service teachers were asked to reflect on their experiences in each of the three components. Through an iterative process, data were analysed with the intention of seeking and grouping emerging patterns and themes informed by the literature (Saldaña, 2009).

pre-service teachers described the components as having varied impacts on their professional development. pre-service teachers felt that mathematics content courses were largely inapplicable, negative experiences, but acknowledged the value of personally experiencing struggles as a mathematics student. pre-service teachers appreciated learning and experimenting with exemplary teaching approaches in their mathematics teaching methods courses. pre-service teachers widely agreed that practica were the most beneficial and enjoyable component of the program as it provided opportunities for them to experience an authentic school setting and gain confidence in their teaching practice. Despite describing distinct purposes for each, pre-service teachers also tried to make (although at times, tenuous) connections between the three components. For example, pre-service teachers commented on the theory and practice divide. As such, findings suggest that the three components are not fully distinct despite institutional, curricular, and pedagogical barriers between them (Cheng, Cheng, & Tang, 2010; Korthagen, 2010; Zeichner, 2010).

Our study provides insight into mathematics pre-service teachers’ experiences in/across three components of their teacher education program and is significant as it gives voice to those who experience our well-intended decisions. Our findings provoke questions of whether pre-service teachers should make connections between program components on their own, and how other stakeholders (e.g., program administrators and teacher educators) can play a stronger role in supporting these connections.

Authors

• Limin Jao, McGill University

• Alexandra Stewart, McGill University

• Nakita Rao, McGill University