Pedagogies of teacher education centered on opportunities for rehearsal and enactment provide a promising way to support pre-service and practicing teachers in developing skill with a core set of instructional practices. These practices then support each student’s engagement with a set of authentic disciplinary practices—what has been referred to as ambitious and equitable goals for instruction. The focus on these pedagogies of teacher education has grown, and efforts to build on and expand work at the elementary level have raised questions and challenges of using and researching these pedagogies with secondary mathematics teachers. A consortium of teacher educators and researchers who have worked and collaborated in this area leads this working group. This group will provide opportunities to engage the group leaders and other participants in discussions to frame the state of these efforts, identify challenges, develop common language, and establish plans to move forward in research on rehearsal and enactment with secondary mathematics teachers.
Campbell, M. P., Selling, S. K., Aaron, W. R., Van Zoest, L. R., Ghousseini, H. N., Elliott, R., … Garcia, N. (2016). Designing and researching pedagogies of rehearsal and enactment for secondary mathematics teacher development. In M. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1664–1672). University of Arizona.