Using Informal Learning Environments to Prepare Preservice Teachers.

This mixed methods study examined the influence informal learning experiences had on secondary STEM preservice teachers' preparation as they worked with students who struggle in mathematics. The quantitative data sources included a Teacher Self-Reflection Survey, Mathematics Clinic Tutor Survey, and a Student Survey, while the qualitative data sources were written reflections and semistructured interviews. The informal learning environment simulated a situation in which the tutors were able to practice instructional methodologies in real, contextual situations. The results indicated a positive change in preservice teachers' confidence with mathematical content, while also revealing the need for preservice teachers to have more work with high school mathematics content. Moreover, the experience positively affected the preservice teachers' ability to learn about and implement research-based instructional strategies to work with struggling mathematics learners. All of the preservice teachers cited this experience as the most beneficial learning experience in their teacher preparation program. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Education & Practice is the property of Texas Association of Colleges of Teacher Education (TACTE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)