Chapter 13: Early Field Experiences in Mathematics: What a Professional Development School Model Allows Future Teachers to Do

Field experiences within professional development schools (PDSs) and universities are seen as vital in teacher education programs (Berry, 2001; Oh, Ankers, Llamas & Tomoy, 2005). This study describes research conducted with teacher candidates who taught a mathematics lesson to third graders in front of the collaborating teacher and peers. The peers provided feedback on the lessons. Data revealed that preparing to teach and teaching children as part of field experiences push candidates to critically consider three areas: (1) student thinking, (2) mathematics content, and (3) their own practice. The results of our study were highly positive for all parties involved.