Preservice Mathematics Teacher Professional Learning through Informal Field Experiences (pp. 37--46)
Abstract
Full Text:
PDFReferences
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
Cooper, S., & Nesmith, S. (August 2013). Exploring the role of field experience context in preservice teachers' development as mathematics educators. Action in Teacher Education (35), 165-185.
Knowles, J., & Cole, A. (1996). The teacher educator’s handbook. F. B.
Murray (Ed.) San Francisco: Jossey-Bass.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Matney, G. (2018). Peer Mentoring Professionalism among Preservice Mathematics Teachers: Safe Spaces for Community Teaching Practice. Investigations in Mathematics Learning, 10(2), 67-84. (DOI): 10.1080/19477503.2017.1375351
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Kelly Colabianchi, Gabriel Matney
The Ohio Journal of School Mathematics is published by the Ohio Council of Teachers of Mathematics and hosted by The Ohio State University Libraries.
If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact libkbhelp@lists.osu.edu.
ISSN 2472-5986 (print)
ISSN 2472-601X (online)