Modularizing Understanding: How Teacher Candidates Integrate Modularized Content in Elementary Math Methods

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Approaches to Preservice Teacher Education and Teacher Learning in Mathematics Education (Table 3)

Abstract

Teacher preparation programs often face time constraints that limit exposure to essential teaching practices required for inclusive instruction. Learning modules present an innovative approach to deliver this expertise efficiently. Questions remain, however, about how teacher educators can effectively support candidates' understanding of modularized content. This paper explores a case study of learning modules implemented without teacher educator intervention. Despite this, candidates connected the modularized content to broader course goals. This finding suggests opportunities for teacher educators to enhance these connections and highlights the need for module designers to consider how to support teacher educators’ facilitation.

Authors

• Hallie Parten, University of Virginia

• Katie Waddell, Gannon University

• Julie Jackson Cohen, University of Virginia

• Lynsey K. Gibbons, University of Delaware