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Descriptions and agendas of pre-service implementations (F3)
Pre-service Implementation B -- Description

Pre-service Implementation B

This was our second implementation of a math methods course based on the proposed framework and, like all the other implementations of this course featured in these materials, it took place within the teacher preparation program offered at a research university.

Participants:

The students in the Methods course were ten elementary pre-service teachers and seven secondary math pre-service teachers. All the elementary pre-service teachers were engaged in a part-time student teaching experience concurrently with the Methods course. Six of the seven secondary math pre-service teachers also attended the follow-up mathematics education course offered in the Spring semester, and completed their student teaching experiences within the program directed by the Methods course instructor.

Variations in the Methods course:

As described in Section B.2.

Variations in other components of the secondary math teacher preparation program:

As described in Section B.2.

Field experiences expectations:

Since all the elementary pre-service teachers engaged in a part-time student teaching experience concurrently with the methods course, they were encouraged to use this setting to develop their final project -- involving the design and implementation of an innovative instructional experience. Secondary math pre-service teachers did their student teaching experience after completion of the methods course; they were expected to design and implement at least one "innovative unit" as part of their full-time student teaching experience.

Support provided during the field experiences:

Student teachers received the usual university supervision, consisting of a total of 3-4 classroom visits followed by debriefing meetings over the semester. In addition, the secondary math pre-service teachers met in a weekly seminar led by the same instructor, where some time was devoted to discuss their on-going student teaching experiences and to provide feedback to their attempts towards instructional innovation.

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