, Volume 43, Issue 1, pp 91–103 | Cite as

Using comics-based representations of teaching, and technology, to bring practice to teacher education courses

  • Patricio Herbst
  • Daniel Chazan
  • Chia-Ling Chen
  • Vu-Minh Chieu
  • Michael Weiss
Original Article


This article situates comic-based representations of teaching in the long history of tensions between theory and practice in teacher education. The article argues that comics can be semiotic resources in learning to teach and suggests how information technologies can support experiences with comics in university mathematics methods courses that (a) help learners see the mathematical work of teaching in lessons they observe, (b) allow candidates to explore tactical decision-making in teaching, and (c) support preservice teachers in rehearsing classroom interactions.


Teacher Education Preservice Teacher Video Record Teacher Preparation Teacher Candidate 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



Work described in this paper has been done with support of the USA's National Science Foundation grant ESI-0353285 to Herbst and Chazan. Opinions are those of the authors and do not necessarily represent the views of the Foundation.


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Copyright information

© FIZ Karlsruhe 2010

Authors and Affiliations

  • Patricio Herbst
    • 1
  • Daniel Chazan
    • 2
  • Chia-Ling Chen
    • 1
  • Vu-Minh Chieu
    • 1
  • Michael Weiss
    • 3
  1. 1.University of MichiganAnn ArborUSA
  2. 2.University of MarylandCollege ParkUSA
  3. 3.Oakland UniversityRochesterUSA

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