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Participants discussed lessons with school and university staff and posted reflective comments to an online forum. Survey, interview, and reflection data show improved links between theory and practice, peer learning, and increased reflection on problem-solving teaching approaches.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Professional Experience Learning Community for Pre-service Secondary Mathematics Teachers\u003Cbr>Michael S. Cavanagh\u003Cbr>Macquarie University, [michael.cavanagh@mq.edu.au](michael.cavanagh@mq.edu.au)\u003Cbr>Thomas Garvey\u003Cbr>[Thomas.garvey@det.nsw.edu.au](Thomas.garvey@det.nsw.edu.au) |  |\n\nRecommended Citation  \nCavanagh, Michael S. and Garvey, Thomas (2012) \"A Professional Experience Learning Community for Pre-service Secondary Mathematics Teachers,\"Australian Journal of Teacher Education: Vol. 37: Iss. 12, Article 7.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss12/7](http://ro.ecu.edu.au/ajte/vol37/iss12/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss12/7](http://ro.ecu.edu.au/ajte/vol37/iss12/7)  \nAustralian Journal of Teacher Education  \nA Professional Experience Learning Community for Pre-service Secondary  \nMathematics Teachers  \nMichael Cavanagh  \nMacquarie University  \nThomas Garvey  \nEpping Boys High School  \nAbstract: This paper reports the development and implementation of  \na collaborative professional experience learning community for a  \ngroup of nine pre-service secondary mathematics teachers. The pre  \nservice teachers and their methods lecturer made 12 school visits  \nover one academic year to a local secondary school. The pre-service  \nteachers observed and co-taught problem-solving lessons in two  \nYear 8 classes. They discussed the lessons with the teacher and the  \nuniversity lecturer, and later posted reflective comments to an online forum. Data from questionnaires, interviews, and reflections indicate  \nthat participation in the learning community helped pre-service  \nteachers make stronger links between theory and practice, learn  \nfrom each other, and become more reflective about problem-solving  \nteaching approaches.  \nIntroduction  \nProfessional experience or the practicum is typically regarded by teachers as one of the most important aspects of their preparation for the classroom (Le Cornu, 2012) . Moreover, in recent years, the proportion of time allocated to fieldwork in teacher education programs has increased (Hennissen, Crasborn, Brouwer, Korthagen, & Bergen, 2011) . The greater emphasis on professional experience in teacher education programs requires the development of new kinds of school partnerships (Deed, Cox, & Prain, 2011) . This paper describes a university-school partnership to establish a learning community for a group of pre-service teachers who were preparing to teach secondary mathematics. The learning community was designed around a coordinated program of university methods workshopsand professional experiences in the school. The research reported here focuses on the kinds of knowledge about practice the pre-service teachers developed through their participation in this professional experience learning community and the features of the learning community that facilitated the development of this knowledge.  \nReframing teacher education programs  \nPre-service teachers often begin teacher education programs with strongly held beliefs about learning and teaching. Their own school experiences exert a powerful influence on their conceptions about the curriculum and how best to teach it and they invariably want to teach as they were taught (Scherrf & Singer, 2012) . This is a critical issue in secondary mathematics because most pre-service teachers have themselves learned mathematics in a traditional manner (Ebby, 2000) so they are unfamiliar with alternative pedagogical approaches and tend to want to teach very teacher-centred lessons. The situation is  \nVol 37, 12, December 2013 57  \nAustralian Journal of Teacher Education  \nexacerbated because rather than challenge pre-service teachers’ prior understandings, some teacher education courses and field experiences have been found to reinforce them (Zeichner, 2010) .  \nWubbels, Korthagen, an","cbCaiuYI5yYnqyaw","https://ap.wps.com/l/cbCaiuYI5yYnqyaw","pdf",144753,"English","# Abstract\n# Introduction\n## Reframing teacher education programs","[{\"question\":\"What learning community did the paper develop for pre-service teachers?\",\"answer\":\"It created a collaborative professional experience learning community for nine pre-service secondary mathematics teachers, structured around university workshops and coordinated school visits.\"},{\"question\":\"How did the pre-service teachers participate during the school year?\",\"answer\":\"They made 12 school visits, observed and co-taught problem-solving lessons in two Year 8 classes, discussed the lessons with mentors, and shared reflections on an online forum.\"},{\"question\":\"What outcomes did the data indicate from participation?\",\"answer\":\"Questionnaires, interviews, and reflections suggest stronger links between theory and practice, learning from peers, and greater reflectiveness about problem-solving teaching approaches.\"}]","A Professional Experience Learning Community for Pre-service Secondary Mathematics Teachers - Article 7 | PDF",1792079279]