Document Type
Article
Publication Date
Summer 2022
Publisher
Association of Mathematics Teacher Educators
Source Publication
Connections
Abstract
Over the past decade, like other teacher preparation programs across the U.S., we have redesigned our teacher education curriculum to include a practice-based approach that engages pre-service teachers (PSTs) in learning about and rehearsing ambitious instruction. A critical component of our redesign includes an Integrated STEM Methods course. Built upon research from mathematics and science teacher educators (Ball & Forzani, 2009; Windschitl et al., 2012), the course prepares PSTs for ambitious instruction (Lampert, 2013) using pedagogies of practice to provide PSTs multiple opportunities to examine, decompose, and approximate (Grossman et al., 2009) four practices: (1) teaching to the “Big Ideas” and CCSSM or NGSS standards (NGSS, 2013; CCSSM, 2010; Windschitl et al., 2018); (2) analyzing, selecting, and sequencing worthwhile tasks (Smith & Stein, 2018; Tekkumru-Kisa, Stein, & Schunn, 2015); (3) using the launch of a lesson (Jackson et al., 2012) to elicit and build on student thinking; and, (4) orchestrating whole-class discussion using teacher talk moves (Windschitl, et al., 2018). The goal of engaging PSTs in these four practices is to support them in becoming “well-prepared beginning teachers of mathematics [who] use a core set of pedagogical practices that are effective for developing students’ meaningful learning of mathematics” (AMTE, 2017, p. 15). In this paper, we use examples from Emily (pseudonym), a career changing engineer seeking grades 6-12 mathematics licensure, to provide a descriptive account of the pedagogies of practice we use in our course.
Recommended Citation
Van den Kieboom, Leigh A. and McNew-Birren, Jill, "Using an Integrated STEM Methods Course to Prepare Pre-service Teachers for Ambitious STEM Instruction" (2022). College of Education Faculty Research and Publications. 610.
https://epublications.marquette.edu/edu_fac/610
Comments
Published version. Connections, Vol. 31, No. 4 (June 2022). Publisher link. © 2022 Association of Mathematics Teacher Educators. Used with permission.