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Embracing Discomfort for Professional Growth: Learning From STEM and Elementary Teacher Experiences
Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Division Virtual Rooms, Division K - Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction Virtual Paper Session RoomSession Type: Paper Session
Sub Unit
Chair
Papers
Political Conocimiento in Teaching Mathematics: Teachers' Intersectional Identities as Springboards and Roadblocks - Rochelle Gutierrez, University of Illinois at Urbana-Champaign; Marrielle Myers, Kennesaw State University; Kari Kokka, University of Nevada - Las Vegas
Preservice Candidates' Understanding of Learning Science Supports Their Skill in Providing Rigorous and Equitable Instruction - Sandra Lynn Rogelberg, University of North Carolina - Charlotte; Hilary Dack, University of North Carolina - Charlotte; Anne Henry Cash, University of North Carolina - Charlotte; Rebekah Berlin, Deans for Impact; Paul G. Fitchett, Auburn University
Preservice STEM Teachers, Disciplinary Literacy, and Embracing the Uncomfortable - Maggie Mnayer, University of Kansas
The Impact of an ACE (Applying, Connecting, Experiencing) Model on Prospective Elementary Teachers' Efficacy and Attitudes Toward STEM - Sasha Wang, Boise State University; Yu-Hui Ching, Boise State University; Min Long, Boise State University
Virtual Rehearsal Simulations Comparison of Elementary Teacher Candidates' Elicitation of Student Thinking - Carrie W. Lee, East Carolina University; Jennifer Lynn Gallagher, East Carolina University; Daniel L. Dickerson, East Carolina University; Paul Vos, East Carolina University; Tammy Lee, East Carolina University; Mark Newton, East Carolina University