The transition from preservice to experienced mathematics teacher: The development of practices, cognitively guided beliefs, and pedagogical content knowledge

This study documents the development of participants' practices, beliefs, and pedagogical content knowledge as they transition from preservice teachers to experienced teachers. These teachers participated in innovative teacher education project that incorporated the principles of Cognitively Guided Instruction (CGI) as a theoretical framework. In addition, collaborative learning environments with university researchers and experienced K--6 mentor teachers were created for preservice teachers. The purpose of this study was to compare the participants' practices, beliefs, and pedagogical content knowledge at critical points in the learning to teach process. This comparison was then used to generate theories regarding the factors that contributed to or hindered teachers' development. Characteristics that distinguish those who continued to develop practices and beliefs that focused on student thinking and continued to develop pedagogical content knowledge were identified.;Results of the study indicated that this innovative teacher education project that provided collaborative learning environments resulted in preservice teachers changing their views of the role of the student and the teacher in the mathematics classroom. Activities that required preservice teachers to critically reflect upon students' thinking in relation to instructional practices also influenced the continued use of student-centered practices and the development of pedagogical content knowledge.;Factors that contributed to the continued development of practices and beliefs aligned with current mathematics education reform include professional development during the novice teaching experience, supportive teaching environments, and a well-developed pedagogical content knowledge base. Supportive environments, experiences in elementary classrooms, and mathematical content knowledge that was well connected and could be applied to unfamiliar situations, positively influenced pedagogical content knowledge development.;Characteristics that distinguished teachers who continued to use student-centered practices and develop pedagogical content knowledge after entering the teaching profession were their beliefs about the nature of mathematics and the ability to critically reflect on student's understanding in relation to instructional practices.