Why Should I Listen to You? Engaging Elementary Teachers to Support Teacher Candidates’ Mathematics Praxis

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Listening, Understanding, and Responding to In-Service Teachers (Table 34)

Abstract

In this paper, we discuss an innovative model of fieldwork that draws on the expertise of in-service teachers. We recruited in-service teachers with advanced knowledge of equity-focused mathematics practices from their recent MEd degree to serve as University Supervisors through virtual supervision. The research question that guided this analysis was: What are the benefits and drawbacks of pairing in-service teachers who have completed an equity-focused K5 Mathematics endorsement through a university with teacher candidates in their final fieldwork? In order to address the research question, we drew from interviews with the University Supervisors and Teacher Candidates who participated in the project. We conclude with a summary of the findings, including key benefits and drawbacks found using this model.

Authors

• Susan Ophelia Cannon, University of Georgia

• Brittney Castanheira, Denver Public Schools

• Jeffrey Keese, Mercer University

• Shaffiq N Welji, University of Georgia

• Marsha L. Fields, University of Georgia