Mathematics methods textbooks/texts are important components of many courses for preservice teachers. Researchers should explore how these texts are selected and used. Within this paper we report the findings of a survey administered electronically to 132 members of the Association of Mathematics Teacher Educators (AMTE) in order to answer the…

The purpose of this study was to investigate the relations between pre-service teachers' scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid…

Increasingly in K-12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study,…

Language is a powerful tool authors use to construct meaning. To better meet the needs of their students, teachers need to learn about how language is used in text so that they can better help their students to comprehend the texts they read. This study investigated how a small group of pre-service teachers (PSTs) in an intermediate reading…

In a multi-institutional study, the authors examine elementary preservice teachers' (PSTs') noticing skills before and after their engagement in a mathematics methods course. In particular, the authors examine their use of "Cognitively Guided Instruction" (CGI) as a means of supporting the development of PSTs' "professional noticing…

This study explores how the process of making and reviewing videos of their own instruction impacts the development of preservice teachers. The study looks at the impacts, both positive and negative, of a video portfolio assignment implemented in a teaching methods course, and of the uses and meanings these videos have for preservice teachers,…

The purpose of this autonarrative inquiry was to explore the professional identity development and mentoring relationships of three general music teacher educators during their time at one university. We present our stories of development and re-visioning as general music methods educators through our roles as educator, learner, and co-learner…

This paper examines the implementation of an instructional module on Preservice Elementary Teachers' (PSETs) professional noticing of children's mathematical thinking as defined by Jacobs, Lamb, and Philipp (2010). The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video…

As mathematics teacher educators (MTEs), we enact teaching practices in our mathematics methods courses as instantiations of practice for PTs. Questioning is a core practice in teaching (and learning to teach) mathematics that interacts with relationships between MTEs and prospective teachers (PTs). We engaged in a collaborative self-study to…

Secondary mathematics teachers are frequently required to take a large number of mathematics courses -- including advanced mathematics courses such as abstract algebra -- as part of their initial teacher preparation program and/or their continuing professional development. The content areas of advanced and secondary mathematics are closely…

Research (Ling, Sharifah & Hasnah, 2014; Rohaty, 2003) has shown that Malaysian preschool teachers, despite knowing and understanding the importance of visual arts and inquiry-based learning, lack the theoretical knowledge and practical training that would enable them to implement the approach in their teaching (Ling, Sharifah and Hasnah,…

The author asks, "Where can we, as English language arts teachers, create room in our classrooms for curiosity--for students and for ourselves?" She outlines ways to use Genius Hour to help create an equitable, level classroom with access and ownership for all.

This practice paper provides a detailed scaffolded layout of how to embed computational thinking concepts into a project-based math methods course. Parallel to completing a project in which the in-service teachers design solutions for math struggles of their P-12 students, the graduate students reflect on their problem-solving activities using…

With the release of the Next Generation Science Standards (NGSS), assessing K-12 science teachers' self-efficacy in Computational Thinking (CT) is an important research gap to study. Bandura defines self-efficacy as awareness of the individual's potential and capabilities to accomplish a goal. Teaching efficacy beliefs is a significant identifier…

This study explored students' perceptions of instructional practices of international teaching assistants (ITAs) who did and did not participate in additional professional development through a Teaching Methods course. The study also sought to understand the components of the Teaching Methods course that supported ITAs in inquiry-based chemistry…