Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses

Abstract

Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.