Sandra Crespo, José Manuel Martínez, Christopher Dubbs, and Kristen Bieda
In this MTE editorial, the authors focus on the unsuspecting challenge that many prospective authors encounter when writing manuscripts for this journal—that of clearly situating their manuscript as relevant and connected to a significant and compelling shared problem of the practice of mathematics teacher educators.
Corey Webel and Kimberly Anne Conner
The authors report on efforts to develop a set of Web-based teaching simulations within the LessonSketch platform to support shifts in how preservice elementary teachers (PSTs) enact and evaluate their questioning practices in response to specific examples of students’ mathematical thinking.
Mary Alice Carlson, Ruth Heaton, and Molly Williams
Between 2011 and 2015, these authors facilitated professional development in which coaches, principals, and teachers studied mathematics teaching and learning together. Because the initial focus on teacher decision making was inadequate in meeting instructional leaders’ learning needs, they adapted the PD to focus instructional leaders’ attention on the work of learning teaching.
Tiffany G. Jacobs, Marvin E. Smith, Susan Swars Auslander, Stephanie Z. Smith, and Kayla D. Myers
Teacher preparation programs face increasing demands to demonstrate the competencies of prospective teachers in their programs, while maintaining a focus on developing high-leverage instructional practices in their methods coursework. This study used a mixed methods approach to examine how the implementation of a simulated edTPA elementary mathematics task influenced prospective teachers’ experiences in an elementary mathematics methods course.
Joel Amidon, Daniel Chazan, Dana Grosser-Clarkson, and Elizabeth Fleming
This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement to blur the boundaries between a university methods course and teacher candidates’ field placements.
Mathew D. Felton-Koestler and Courtney Koestler
Many current and prospective teachers, policy makers, and members of the public view mathematics as neutral and objective, and they expect mathematics teaching and teacher education to be neutral as well. Simply put, no teaching of any kind is actually “neutral.”
CAEP Program Reviewer Recognition