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Beyond Traditional Teacher Preparation: Value-Add Experiences for Preservice Secondary Mathematics Teachers

Artigo2021

Paula Jakopovic; Kelly Gomez-Johnson

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Resumo

The current pool of highly qualified secondary mathematics teachers is woefully inadequate to address the needs of schools across the United States and other countries internationally. In STEM (Science, Technology, Engineering, Mathematics) areas, providing quality instruction in a changing world requires continuous change and innovation as programs prepare and train teachers. University teacher preparation programs wrestle with ways to provide wider professional experiences (WPE) within social learning environments called communities of practice (CoP). This qualitative study examines a university-led undergraduate scholarship program, aimed at recruiting, training, and retaining highly qualified secondary preservice mathematics teacher candidates. With increased exposure to mathematics content, mathematical teaching pedagogy, and community outreach beyond traditional preparation requirements, the goal of the study is to determine the immediate and potential value participants, undergraduate students, found engaging in a unique, CoP-based program. Findings reveal that participants concurrently reported both immediate and potential value in teaching experiences and ideas even when engaging in more mathematics or indirect teaching environments. Further, while mentoring is a key feature of the program, participants rarely identified mentoring or faculty support as an immediate or potential value although mentors were often the conduit for participants' engagement in WPE.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teacher Education and Development
Ano
2021
Idioma
en
Palavras-chave
Value Added Models; Communities of Practice; Mathematics Instruction; Teaching Methods; Teacher Education Programs; Secondary School Teachers; Mathematics Teachers; STEM Education; Educational Quality; Undergraduate Students; Scholarships; Preservice Teachers; Student Recruitment; Program Descriptions; Mentors; Reflective Teaching; Student Attitudes; Teacher Student Relationship; College Faculty
Temas
Formação de Professores de Matemática
ISSN
1442-3901
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
JAKOPOVIC, Paula; GOMEZ-JOHNSON, Kelly. Beyond Traditional Teacher Preparation: Value-Add Experiences for Preservice Secondary Mathematics Teachers. Mathematics Teacher Education and Development, 2021. Disponível em: https://eric.ed.gov/?id=EJ1295255. Acesso em: 5 nov. 2026.

APA

Jakopovic, P., & Gomez-Johnson, K. (2021). Beyond Traditional Teacher Preparation: Value-Add Experiences for Preservice Secondary Mathematics Teachers. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1295255

BibTeX
@article{jakopovic2021,
  author = {Jakopovic, Paula and Gomez-Johnson, Kelly},
  title = {Beyond Traditional Teacher Preparation: Value-Add Experiences for Preservice Secondary Mathematics Teachers},
  year = {2021},
  journal = {Mathematics Teacher Education and Development},
  url = {https://eric.ed.gov/?id=EJ1295255},
  language = {en}
}
RIS
TY  - JOUR
AU  - Jakopovic, Paula
AU  - Gomez-Johnson, Kelly
TI  - Beyond Traditional Teacher Preparation: Value-Add Experiences for Preservice Secondary Mathematics Teachers
PY  - 2021
JO  - Mathematics Teacher Education and Development
UR  - https://eric.ed.gov/?id=EJ1295255
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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