Exploring Pre-Service Mathematics Teachers’ Perceptions of their Field Experiences: A Narrative Inquiry Design

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT028 (Friday)

Abstract

This study explores the perceptions of four pre-service mathematics teachers enrolled in a STEM teacher education program, focusing on how their field experiences shape their understanding of effective teaching practices and influence their attitudes toward teaching mathematics. A narrative inquiry design was employed to analyze their written reflections and interview data, aiming to interpret and derive meaning from their field-based experiences. The study is grounded in two theoretical frameworks: Situated Learning Theory and Social Learning Theory. In the meantime, preliminary findings indicate that the pre-service teachers developed a deeper understanding of teaching and its complexities through observing classroom instruction and participating in instructional support activities. They reported contributing to classroom management and fostering interactive learning environments during their practicum experiences.

Author

• Steevenson Rosema, Old Dominion University