Bridging the Gap Between Coursework and Practica: Secondary Mathematics Pre-service Teachers’ Perceptions About Their Teacher Education Program

Abstract

Some secondary-level mathematics pre-service teacher (PST) education programs are comprised of university-based coursework including mathematics content courses and teaching methods courses, as well as school-based practica. While many of these programs make efforts to integrate and connect these three components, due to a variety of reasons, many still offer components that are distinct and separate – thus resulting in a “bordered” reality. This chapter explores such a program at a Canadian university and the experiences and perceptions of PSTs enrolled within it. Interviews with PSTs suggest that these future mathematics teachers tried to make connections between the three components of their teacher education program. Yet, PSTs commonly felt frustrated and confused throughout the program, arguably due to the distinction and separation of program components. Our findings provoke questions of whether it is beneficial or detrimental to let PSTs make connections between program components on their own and how other stakeholders (e.g., program administrators and teacher educators) can play a stronger role in supporting these connections.