Five of our SMERG faculty members recently published an article on their聽use of聽practice-based pedagogy in the mathematics and science teacher preparation programs.
Abstract
Research indicates that learning about teaching methods is not the same as learning to enact teaching methods. In our mathematics and science teacher education programs, we employ a practice-based pedagogy approach requiring novice teachers to learn, practice, enact, and reflect on their teaching. This approach draws on work highlighting core instructional practices (Grossman et al.,聽2009a), the Cycle of Enactment and Investigation (Kazemi et al.,聽2009), and ambitious science teaching (Windschitl et al.,聽2012). This paper addresses how we implement these pedagogies in our context, the challenges we have encountered, and the adaptations we have made to optimize these practices.
