Division K - Teaching and Teacher Education / Section 1: Teaching of PK-12 Students In Science, Technology, Engineering, And Mathematics (STEMS)

Kenneth Zeichner, University of Washington

Beginning Teachers Learning to Notice and Respond to Student Thinking - Alicia C. Alonzo, Michigan State University; Jiwon Kim, Michigan State University

Mediated Field Experience as a Pedagogy for Teacher Education - Ilana S. Horn, Vanderbilt University; S. Sunshine Campbell, University of Washington - Seattle

Wading Toward the Deep End of Proof: Tools That Can Support Mathematics Teachers - Michelle Cirillo, University of Delaware

Professional Pedagogical Vision as an Evolving Cultural Practice for Preservice Science Teachers - Scott B. McDonald, The Pennsylvania State University

Big Ideas and Ambitious Teaching: Tools for Supporting the Evolution of Preservice Teachers’ Content Knowledge, Pedagogical Reasoning, and Practice - David Stroupe, University of Washington

Supporting Prospective Teacher Learning of Ambitious and Equitable Mathematics Instruction - Elham Kazemi, University of Washington; Adrian Cunard, University of Washington; Kate Crowe, University of Washington

Role of Subject Matter in Preservice Teachers’ Enactment of Attending to Student Thinking and Participation - Janet E. Coffey, Gordon and Betty Moore Foundation; Ann R. Edwards, University of Maryland - College Park

Watch and Learn: Developing Preservice Math and Science Teachers’ Ability to Attend, Analyze, and Respond to Student Thinking - Tara Barnhart, University of California - Irvine; Elizabeth A. van Es, University of California - Irvine

Colearning Core Science Teaching Practices - Jessica J. Thompson, University of Washington; Sara Hagenah, University of Washington

How to Press for Ambitious and Equitable Pedagogy: Changing Teacher Practice Through the Use of Discourse Tools - Mark A. Windschitl, University of Washington; Melissa Lee Braaten, University of Wisconsin - Madison

Hilda Borko, Stanford University