Abstract
One of the greatest challenges for secondary mathematics teacher-educators is preparing future teachers to support reform efforts that lead to high–quality teaching. In particular, careful lesson planning, anticipation of student misconceptions, and constructive reflection on a lesson after instruction are critical concerns not only for novice teachers but also for experienced teachers. One way to help preservice teachers begin to appreciate the importance of planning and reflecting entails college faculty collaborating with exemplary school teachers in integrating and connecting learning theories with teaching practice.
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