Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions…

This study presents an extension of the validity argument for the PCK-Fractions measure. PCK-Fractions is designed to assess the effectiveness of professional experiences in facilitating teachers' pedagogical content knowledge (PCK) for children's fraction reasoning in grades 3-5. We examined data across 101 participants from two Midwest…

Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course…

With the proliferation of inclusion, teacher education programs must prepare general education candidates to work collaboratively in a coteaching environment. This study addresses a coteaching assignment introduced into the general education field experience course for secondary content majors. The candidates enrolled had no previous preparation…

This study took place at a mid-sized, Midwestern university located in a mid-sized town. The researchers developed the BAR model to teach mathematics methods both in the classroom and in the field. The preservice teachers took Enochs, Smith, and Huinker's Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) on the first and last day of class.…

This study examines early childhood preservice teachers' beliefs about developmentally appropriate practices (DAP) and how they define DAP and interpret principles and characteristics of DAP. The study shows that early childhood preservice teachers possess relatively strong beliefs about DAP. Preservice teachers who were further along in the…

This study examined the impact of an intervention designed to promote inquiry-based instruction among early childhood/elementary preservice teachers in Earth science. Preservice teachers participated in training sessions and community-based internships to deepen Earth science content knowledge and develop inquiry-based practices. Analyses of Earth…