Case 6: Developing Teacher Candidates’ Effective Questioning Techniques Via A School-University Partnership In Practice

There is common agreement among mathematics teacher educators (MTEs) on the importance of creating opportunities for teacher candidates (TCs) to develop pedagogical methods grounded in practice-based teaching within a clinical field experience (e.g., Yow et al., 2018). However, historically there has been a divide between teacher education coursework and the field experience (Darling-Hammond, 2006; Zeichner, 2010). To bridge the divide between theory and practice, some educator preparation programs across the country are beginning to look more closely at benefits associated with building a school-university partnership (SUP) in ways that support the collaborative development of authentic practice-based teaching opportunities for TCs.