Perceiving and Interpreting Research and Theory in Teaching Practice: Trajectories of Preservice Elementary Math Teachers Throughout the Teacher Education Program

• In Event: Designing and Studying Innovations in Preservice Teacher Education

Abstract

Preparing teachers as critical agents in linking research, theory, and practice is significant. Embedded within a teacher education program including an inquiry-based course and individualized coaching during placement, we explored how elementary mathematics pre-service teachers’ (PSTs) perceptions and interpretations of research and theory change throughout the program. Data were collected through Likert scales, interviews, and written reflections from three PSTs at three stages: after the course, before, and after the coaching. Results indicate that (1) PSTs' perceived value of research and theory either maintained or increased over time and (2) PSTs made consistently or increasingly deep interpretations where they link those evidence with their practice. PSTs’ consistent engagement in inquiry communities with researchers could contribute to these positive results.

Authors

• Boran Yu, University of North Carolina - Chapel Hill

• Dionne Cross Francis, University of North Carolina - Chapel Hill

• Pavneet Kaur Bharaj, California State University - Long Beach

• Kathryn Habib, University of North Carolina - Chapel Hill