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The Paths We Take presents a qualitative account of
four secondary mathematics preservice teachers as
they progress through their one-year graduate-level
teacher preparation program. The case studies share
the preservice teachers'' reflective experiences as
they struggle to find their own pathway to becoming
classroom teachers. In a cross-case analysis, the
author also identifies and explicates four critical
features of field experiences that can foster deeper
and more interactive forms of personal and
professional reflection within preservice mathematics
teachers.
four secondary mathematics preservice teachers as
they progress through their one-year graduate-level
teacher preparation program. The case studies share
the preservice teachers'' reflective experiences as
they struggle to find their own pathway to becoming
classroom teachers. In a cross-case analysis, the
author also identifies and explicates four critical
features of field experiences that can foster deeper
and more interactive forms of personal and
professional reflection within preservice mathematics
teachers.