More Like this

1. Research Experience for Teachers: Teachers as Learners and Facilitators

   Philipp, S.; & Nasraoui, O.; & Immekus, J.; & Zhong, J. (July 2021, 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.)
2. Supporting elementary teachers to reflect on their positioning of student teachers

   Partridge, Eric; Webel, Corey (February 2024, Annual Meeting of the Association of Mathematics Teacher Educators)
3. Categorizing mathematics teachers’ questioning: The demands and contributions of teachers’ questions

   https://doi.org/10.1016/j.ijer.2020.101690  

   DeJarnette, A. F.; Wilke, E.; Hord, C. (October 2020, International journal of educational research)

   We conducted a review of literature to answer the following research questions: (1) What types of questions do teachers pose in mathematical discussions? (2) What evidence exists of the effects of different types of questioning on students’ learning and participation? (3) What are the implications of existing research for teacher preparation? Existing literature can broadly be categorized according to studies that distinguish between higher order and lower order questioning, studies that characterize and distinguish probing questions, and studies that address teacher questioning in technology-rich environments. The demands of different types of questions need to be considered in light of the broader contributions that such questions make to students’ mathematical learning. 

   more » « less
4. What Keeps STEM Teachers Going?: Engaging K-12 Teachers in Autoethnography

   Carr, Kevin M (March 2024, Paper Presented at the 2024 International Symposium on Autoethnography and Narrative (online), March 3, 2024)
5. Elementary Teachers Designing Culturally Grounded Cases for Preservice Teachers: A Process for Reciprocal Learning

   https://doi.org/10.5951/MTE.2023-0058  

   Dobie, Tracy E; Zummo, Lynne; Biddle, Amelia P; Barth-Cohen, Lauren; Warner, Connor; Sghiatti, Daniela Galvez; Daniels, Micah (June 2024, Mathematics Teacher Educator)

   Connecting university methods courses and teacher daily practice is a persistent challenge in teacher education. Another challenge is preparing teachers to enact equitable instruction that meets the needs of an increasingly diverse student population. We take on these challenges by supporting practicing elementary teachers to design case-based teaching scenarios for preservice teachers that engage them with enacting culturally grounded mathematics and science instruction. We draw on data from workshops with teachers to illustrate how the design process elevates teachers’ voices while also supporting their own learning. Workshop features that proved powerful for teachers included collaborating with colleagues, offering and receiving peer feedback, and working with a table describing key features of culturally grounded pedagogy in mathematics and science. 

   more » « less