Chapter 14: Incorporating Learning-to-Teach Trajectories and Identity Development in a Model Undergraduate Teacher Preparation Program

This chapter describes how the learning trajectories and the resulting identity transformations of preservice teachers are supported and developed through engagement in an innovative, comprehensive, carefully sequenced four-year undergraduate secondary mathematics teacher preparation program. In this diverse, urban, public university, candidates’ learning trajectories are tracked from before they even begin the program to the end when they reflect on their learning and the shift in their identities as college students to beginning teachers. The value of the cohort model is emphasized as a main feature for enabling multiple components of the program that facilitate candidates’ learning and development into highly effective secondary mathematics teachers. It is hoped that the specific comprehensive secondary mathematics teacher preparation program described in this chapter will influence the development of future programs and contribute to improving and advancing the field.