caa a22 4500 606187774 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20150201xx s 000 0 eng 10.1007/s10857-014-9269-4 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9269-4 Bringing the teacher into teacher preparation: learning from mentor teachers in joint methods activities [Elektronische Daten] [Marcy Wood, Erin Turner] Studies of mathematics teacher preparation frequently lament the divide between the more theoretically based university methods course and the practically grounded classroom field experience. In many instances, attempts to mediate this gap involve creating hybrid or third spaces, which seek to dissipate the differences in knowledge status as individuals from the university and from K-12 classrooms work together in support of prospective teacher (PST) learning. However, what is missing in the literature on these third-space enactments is an exploration of the contributions of different contexts (i.e., methods and the field) to PST learning and an articulation of the synergistic knowledge arising in the third space. This exploratory study draws on Lampert's three-pronged teacher-child-content model to examine the possible contributions of elementary mentor teachers (MTs) to the learning-to-teach-mathematics experiences of PSTs. More specifically, we focus on a third-space learning context in which university-based teacher educators, MTs, and PSTs collaborated to conduct and analyze task-based problem-solving interviews of elementary children. Our analysis identified ways that MTs could potentially enhanced the learning-to-teach context as well as moments when MTs' contributions introduced problematic ideas about children and teaching. Finally, we explore the benefits and complexities of leveraging these MT contributions to create a third-space learning opportunity. Springer Science+Business Media Dordrecht, 2014 Prospective teachers nationallicence Teacher preparation nationallicence Third space in teacher education nationallicence Mathematics methods courses nationallicence Mentor teacher nationallicence Children's mathematical thinking nationallicence Wood Marcy Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 1430 E. 2nd St, PO Box 210069, 85721, Tucson, AZ, USA aut Turner Erin Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 1430 E. 2nd St, PO Box 210069, 85721, Tucson, AZ, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/1(2015-02-01), 27-51 1386-4416 18:1<27 2015 18 10857 https://doi.org/10.1007/s10857-014-9269-4 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9269-4 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Wood Marcy Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 1430 E. 2nd St, PO Box 210069, 85721, Tucson, AZ, USA aut NATIONALLICENCE 700 1- Turner Erin Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 1430 E. 2nd St, PO Box 210069, 85721, Tucson, AZ, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/1(2015-02-01), 27-51 1386-4416 18:1<27 2015 18 10857