RUME 26
2024
Omaha, Nebraska
Examining Relationships Among Aspects of Secondary Teachers' Potential Competence and Instructional Characteristics
Page: 827
Within secondary mathematics teacher preparation, recent scholarship points to the efficacy of strong links between university mathematics course content and secondary mathematics teaching practice. Studies aligned with this view typically focus on overarching course design, rather than instructional characteristics. This investigation builds on a prior such study that found improvements in teachers’ potential competence for teaching across four different content areas. In the present study, we analyze 137 teachers’ expectation for success in and valuing of core instructional practices and their gains in content knowledge for teaching, as well as a purposive sample of videos from 6 courses enrolling a subset of these teachers. Based on our analysis, we suggest that different aspects of university instruction may have differential influence on attitudinal and cognitive aspects of teachers’ potential competence. Moreover, instructional practices that most benefit attitudinal aspects may be in tension with those that most benefit cognitive aspects.