The focus on the student perspective in a microteaching task for mathematics teacher trainees
Résumé
The paper examines a task for teacher trainees in a study abroad program for mathematics preservice
and in-service teachers. It aims to find out what and how participants learn through a component of
role-play in a microteaching task, which has not been described previously in the literature. The
study uses mixed methods analysis of 9 interviews and a questionnaire. The results suggest that
through role-play and reflection participants move through various stages of awareness of the student
perspective, and learn about adjusting teaching to students’ needs in their target teaching contexts.
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