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ZDM

, Volume 49, Issue 2, pp 223–236 | Cite as

A practicum mentoring model for supporting prospective elementary teachers in learning to teach mathematics

  • Pi-Jen Lin
  • Enid Acosta-Tello
Original Article
First Online:

Abstract

The purpose of this study was to design and implement a practicum mentoring model to support prospective teachers as they learn to teach mathematics within a teacher education program. The context of this report on the practicum with an innovative mentoring model consisted of a pair of prospective teachers learning to teach mathematics from one mentor, an expert in teaching mathematics, while they also leaned to teach Chinese from the other mentor, an expert in teaching Chinese. Ten prospective teachers enrolled in a mathematics mastery mentoring program were the target population. Data sources included the following: surveys, pre- and post-tests, self-evaluations, teaching demonstrations and portfolios. Results indicate that the mentoring model created more and better opportunities for prospective teachers to enhance their expertise in teaching mathematics. Contributing factors appeared to be: (1) a well-structured practicum with clear goals; (2) the emotional and professional support from mentors for their prospective teachers; (3) meeting the needs and concerns of prospective teachers; (4) the mentors’ level of expertise in teaching and mentoring; and (5) creating a close partnership between the university and the school, leading to the close mentorship between the mentors and prospective teachers, providing guidance for mentors from professors. The implications for teacher education programs are addressed.

Keywords

Prospective teachers Mentoring model Mathematics teaching Mentors Practicum 
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Notes

Acknowledgements

The data of the paper are based on the work supported by the Ministry of Science and Technology of Taiwan under grant No. MOST 104-2511-S-134 -003 -MY3. Any opinions, findings, conclusions, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the MOST. We would like to thank all of the prospective teachers and mentors who participated the study. We also thank the anonymous reviewers for their contribution on earlier drafts of the paper.

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Copyright information

© FIZ Karlsruhe 2017

Authors and Affiliations

  1. 1.National Tsinghua UniversityHsinchuTaiwan, Republic of China
  2. 2.College of EducationNational UniversityLa JollaUSA

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