Abstract
Prospective elementary teacher (PSET) education programs in the United States vary greatly in the courses employed to prepare their students in terms of the balancing of mathematics content and pedagogy. This chapter explores potential tradeoffs that arise for mathematics teacher educators (MTEs) in the preparation of PSETs’ mathematical knowledge for teaching due to the choices PSET education programs make. More specifically, the chapter looks at literature through the lenses of MTEs’ course preparation and PSETs’ learning trajectories and discusses different models of content and pedagogy integration across/within PSETs’ mathematics education coursework. Literature-based discussions on future research directions regarding PSET education program and course design are also provided.
| Original language | English |
|---|---|
| Title of host publication | The AMTE handbook of mathematics teacher education: Reflection on past, present, and future – Paving the way for the future of mathematics teacher education |
| Editors | Babette M. Benken |
| Publisher | Information Age |
| Pages | 407-422 |
| Number of pages | 16 |
| Volume | 5 |
| ISBN (Electronic) | 979-8-88730-543-1 |
| ISBN (Print) | 979-8-88730-541-7, 979-8-88730-542-4, 979-8-88730-543-1 |
| State | Published - 2024 |
Scopus Subject Areas
- General Social Sciences
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