THE TEACHER INTERNSHIP EXPERIENCES OF PROSPECTIVE HIGH SCHOOL MATHEMATICS TEACHERS |
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| Authors: | Kathryn Rhoads Iuliana Radu Keith Weber |
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| Institution: | (1) Brigham Young University, Provo, UT, USA;; |
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| Abstract: | Nine prospective secondary mathematics teachers were interviewed about their teaching internship experience. The results of
these interviews revealed that 7 of the 9 participants professed to value reform-oriented teaching and conceptual understanding
in mathematics, yet all were paired with cooperating teachers who seemed to value traditional instruction and procedural understanding
in mathematics. We explored the reasons that some of these student interns had positive experiences with their cooperating
teachers and university supervisors while others had negative experiences. We found that the participants valued (a) critical
feedback that was constructive and contained concrete recommendations for improvement, (b) freedom to use their own teaching
methods, and (c) a friendly and supportive relationship with their mentors. The differing teaching philosophies of student
teachers and their cooperating teachers contributed to negative experiences only when student teachers were not allowed freedom
in their teaching methods. |
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