Drawing Taylor Swift, Orcas are Dolphins, & “What if” Questions
Creating a Third Space to Reflect in an Elementary Mathematics Field Experience for Preservice Teachers
Keywords:
pre-service teachers, clinical experiences, mathematics teacher education mentors, mathematics educationAbstract
In preservice teacher education, there is often a tension between the realities of in-field experience and the theoretical knowledge of higher academia. This article reveals the benefits of an elementary mathematics education mentor-supervised clinical experience and the creation of a third space to bridge these tensions to cohesively traverse between practice to theory. Moreover, we provide this third space by sharing reflections on the challenges faced in our own in-field experience in hopes that others gain insight on a different mathematics field experience, how to support that transition from practice back to theory, and how to pivot when things do not go as planned.
References
Association of Mathematics Teacher Educators. (2017). Standards for Preparing Teachers of Mathematics. Available online at amte.net/standards.
Bjerke, A. H., & Nolan, K. (2023, June). The return to university after fieldwork: Toward disrupting practice-theory challenges identified by mathematics teacher educators. In Frontiers in Education (Vol. 8, p. 1129206). Frontiers Media SA.
Cooper, S., & Nesmith, S. (2013). Exploring the role of field experience context in preservice teachers' development as mathematics educators. Action in Teacher Education, 35(3), 165-185.
Parks, A. N., Wager, A. A. (2019). Focusing the video lenses tool to build deeper understandings of early childhood contexts. In Bartell, T., Drake, C., McDuffie, A., Aguirre, J., Turner, E., Foote, M. (Eds.). Transforming Mathematics Teacher Education, pp. 107-118. Springer, Cham.
Roland, K. (2010). Associate teacher perspectives of the triumvirate relationship in teacher education: The role of faculty advisors. Brock University, 19(2), 36–47.
Wyss, V. L., Siebert, C. J., & Dowling, K. A. (2012). Structuring effective practicum experiences for pre-service teachers. Education, 132(3), 600–606.
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Copyright (c) 2024 Kelsly Chatraw, Melissa Soto
