Abstract:
This paper analyses the changes in thinking for effective teaching in mathematics undergone by 120 initial teacher eduaction candidates over the year of their teacher eduation program. It examines the relationships between their personal problem solving strategies and their ability to recognise needs and respond appropriately to a critical incident task, at entry and exit, and then considers the changes in these relationships over the time of the course. The paper aims to contribute to our understanding of how teacher candidates develop the knowledge and skills required for improving student learning outcomes.
