Abstract:
Four case studies of teacher candidates reflecting on their learning during a one-year elementary teacher preparation program are presented in this proposal. The four teacher candidates were selected from a larger study where they had completed assessments of their personal mathematics content knowledge and their ability to respond to children's work. Each of the participants in this study showed interesting patterns of change on these measures which prompted further investigation through a semi-structured interview. The results address the question:How do individual teacher candidates perceive and attribute the changes that occurred during teacher preparation in their personal content knowledge and their ability to interpret children’s work and suggest next steps for learning?