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The COVID-19-induced closure of schools significantly impacted the field experiences of students enrolled in teacher preparation programs. We addressed this ongoing challenge by adapting an early field experience model for secondary teachers that shifted online mid-semester. The University Teaching Experience model deploys a cohort of preservice secondary mathematics teachers to support instruction in an introductory university mathematics course. When the designated mathematics course moved online, the preservice teachers were able to continue their field experience by facilitating small-group discussions in virtual breakout rooms. To understand the perspectives of the stakeholders participating in the online field experience, we conducted semi-structured one-on-one interviews with the preservice teachers, the mathematics course instructor, and the university mathematics students involved in this setting. Early results indicated that the preservice teachers were highly valued by both the course instructor and the undergraduate mathematics students. Additionally, the preservice teachers appreciated the opportunity to continue their field experience, albeit in the more limited format. We present themes which emerged from preservice teacher interviews and share guidance for teacher preparation program faculty interested in trying an online early field experience while access to K-12 classrooms is limited.
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This content will become publicly available on November 10, 2025
HIGH SCHOOL FIELD EXPERIENCE PERSONNEL’S PERCEPTIONS ABOUT MATHEMATICS IDENTITY
Field experience personnel, such as cooperating teachers (CTs) and university supervisors (USPs), play an important role in supporting mathematics pre-service teachers (PSTs) to learn about equitable teaching practices. We employed case study methodology to explore the perceptions of CTs and USPs about mathematics identity. A group of CTs and USPs participated in professional development during the Fall 2023 semester to learn about ways to develop students’ mathematics identity. In this brief research report we share these CTs’ and USPs’ ideas about their own mathematics identity, their students’ mathematics identity, and how these ideas influence their teaching practice. Our findings have implications for redesigning field experience in teacher education programs.
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- Award ID(s):
- 2237151
- PAR ID:
- 10573796
- Publisher / Repository:
- Psychology of Mathematics Education - North America
- Date Published:
- Format(s):
- Medium: X
- Location:
- Cleveland, Ohio
- Sponsoring Org:
- National Science Foundation
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