Learning From Pedagogical Mistakes in Mathematics Teacher Education

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Innovative Pedagogies and Possibilities in Teacher Education (Table 25)

Abstract

Learning from mistakes has a strong and deep foundation in theory and research. However, researchers and teacher educators have generally failed to examine the role of mistakes in teacher learning, or to make a strong case for their planned and intentional use in teacher education (Author). In this study, we examine what happens when mathematics teacher educators (MTEs) treat pedagogical mistakes as valuable sites for learning. Preliminary data indicate that preservice teachers (PSTs) see pedagogical mistakes as opportunities to learn about teaching, improve their plans, and as important in the development of their professional identity.

Authors

• Robert Morgan Wieman, Rowan University

• Jill A. Perry, Rowan University