The Preservice Year: Uptake of Reform-Oriented Practice and Teacher Reflection (Poster 20)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Mathematics Education Poster Session

Abstract

Results presented draw from weekly teaching journals, videos and lessons of student teaching and a semi-structured interview from three distinct preservice mathematics teachers, considers the interplay of mathematical identity, locus of control and reflective practice. I discuss the shift preservice teachers underwent as they transitioned into the figured world of teacher education. Exploring the identity and agency of preservice mathematics teachers proved to be fruitful in understanding their growth through the credential program and into their first year of teaching. Guided reflection provided space for participants to tease apart their learning and examine ways to improve upon their practice.

Author

• Kayce L. Mastrup, California State University - Monterey Bay