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Understanding Teacher Educators and Their Pre-Service Teachers through Multi-Media Case Studies of Practice

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Abstract

The challenges facing those who seek to prepare mathematics teachers are well established in the literature. Most of the research to date has focused on the perceptions and understandings of pre-service teachers, but not on the perceptions and understandings of teacher educators. In this study, we explore how four teacher educators understand their pre-service secondary teachers as the pre-service teachers attempt to make sense of teaching through the investigation of a multimedia case study of practice. We found that the teacher educators adopted two different implementation strategies: one strategy tended to be open-ended and exploratory; the other was more focused on the teacher educators' goals of anticipating student understanding and developing mathematical content knowledge for teaching. We also found that, in using the case study, teacher educators elicited pre-service teachers' thinking about the complexities of the teacher's role in small group work, about the value of explicitly revealing the teacher's reflections on the lessons, about the role of planning and preparation, and about the limits of pre-service teachers' abilities to understand and appreciate students' thinking and to extend lesson ideas. Both teacher educators and their pre-service teachers gained perspectives on the role of a teacher's mathematical content knowledge. These results imply that multimedia case studies of practice can serve as vehicles for revealing the knowledge and practice of teacher educators, as they engage in supporting the professional development of pre-service teachers.

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Authors and Affiliations

  1. Mathematics Department, Syracuse University, 215 Carnegie Hall, Syracuse, NY, U.S.A.

    Helen M. Doerr & Tonia Thompson

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  1. Helen M. Doerr
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  2. Tonia Thompson
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Doerr, H.M., Thompson, T. Understanding Teacher Educators and Their Pre-Service Teachers through Multi-Media Case Studies of Practice. Journal of Mathematics Teacher Education 7, 175–201 (2004). https://doi.org/10.1023/B:JMTE.0000033048.97096.39

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