Supporting prospective teachers to enact high quality instruction requires transforming their methods preparation. This study follows three teachers through a practice-based elementary methods course. Weekly class sessions took place in an elementary school. The setting afforded opportunities for prospective teachers to engage in cycles of…

This article examines issues that were critical for eight preservice teachers learning to teach mathematics and social studies in the context of reform-minded methods classes. The issues include: (1) the impact of their prior knowledge and experience in the development of content-specific pedagogical knowledge; (2) their conceptions of mathematics…

Described in this document is a schedule of teacher behaviors specified as being most appropriate for preservice elementary social studies teachers. Pre-teaching tasks are allocated to the social studies methods class; teaching-learning and post-teaching tasks to the student teaching experience. The tasks, stated in behavioral terms, are…