Preservice elementary teachers enter their science methods courses with a range of prior experience with science practice. Those prior experiences likely inform much of their science pedagogy and goals. In this study, the authors examine how a cohort of preservice elementary teachers engaged in science practice as they learned content in a physics…

This article examines a culturally sustaining approach to learning about and enacting multimodal literacy instruction that was developed during a field-based reading methods course for elementary preservice teachers. Despite a large body of work exploring preservice teachers' learning about multimodal literacies, few studies have explored their…

While recent research has examined students' and teachers' understanding of models and modeling, few studies have focused on how teacher educators can support preservice elementary science teachers in envisioning enriched learning processes and outcomes for their students while engaging in modeling practices. Informed by reflective practices…

The aim of this research is to examine preservice mathematics teachers' dispositions toward drawing geometric patterns in tasks and find out their perspectives on using these tasks for their future students. Sixty preservice mathematics teachers who enrolled in a methods course for 14 weeks participated in the research. The responses to the…

The purpose of this research is to investigate prospective teachers' learning in the statistical modeling process. To reach this goal, we position the study in a socio-critical perspective of modeling that informed the design of a statistical investigation. Participants were 10 prospective teachers from a state university in northwestern Colombia…

With the growing emphasis on early mathematics education, it is imperative to explore the preparedness of early years mathematics pre-service teachers in relation to content knowledge, beliefs, and dispositions. Therefore, this mixed-methods study explored Lebanese pre-service teachers' mathematics dispositions and efficacy beliefs in the context…

A critical mass of literacy scholars have re-defined what it means to prepare reading teachers toward approaches that foreground culture, critical inquiry, and multilingualism. An upsurge in research on critical approaches to prepare caring and conscious reading teachers has resulted, though fewer studies have examined the ways novice teachers…

Background: In the context of recent research in science education and continued struggles to understand how best to support science teachers, epistemological frames, made up of sets of epistemological resources teachers activate, have emerged as an important focus of research. However, at the time of this writing no research was available to…

In recent decades, scholars of teacher education have suggested that teacher educators (TEs) should integrate the development of prospective teachers' (PTs') knowledge with their skills for enacting teaching, characterized in the literature as pedagogies of practice. One way to operationalize pedagogies of practice is through engaging PTs in…

This study explores how past and present experiences with mathematics interact as teacher candidates engage in a series of critical inquiry and reflection opportunities embedded in a mathematics methods course. The study involved 28 teacher candidates enrolled in an undergraduate education program within a large university. Data were collected…

Teacher candidates bring many beliefs and interpretations of mathematics teaching and learning at the start of their teacher preparation coursework (e.g. methods courses, field experiences, assessment). Well-prepared beginning teachers in many instances requires programs and designed experience to breakdown unproductive beliefs and/or improve…

This study examined the effect of a teaching mathematics with technology course on preservice elementary teachers' (PSETs) and preservice secondary mathematics teachers' (PSTs) beliefs about teaching with technology and beliefs about the nature of learning and teaching mathematics. All preservice teachers enrolled in the methods course engaged in…

Purpose: The purpose of this study is to understand how preservice teachers (PTs) learn about disciplinary literacy in English language arts (ELA). In mathematics and writing, research has found that teachers' participation in disciplinary work can support their understanding of domain-specific inquiry, problem-solving and argumentation.…

Mathematics and science have similar learning processes (SLPs) and it has been proposed that courses focused on these and other similarities promote transfer across disciplines. However, it is not known how the use of these processes in lessons taught to children change throughout a preservice teacher education course or which are most likely to…

In the United States, recent STEM education reform initiatives call for teaching STEM subjects through integration of multiple related subjects. In response to this call, an integrated STEM education methods course was developed for secondary preservice teachers in STEM disciplines. At the conclusion of the course, qualitative data (e.g.,…