Preservice Teachers' Sources of Decisions in Teaching Secondary Mathematics

Abstract

Five preservice teachers' perceived sources of teaching decisions were studied as the teachers proceeded through a course on methods of teaching secondary mathematics and through student reaching. They were interviewed before and after lessons they taught during the methods course and student teaching. The sources cited most often included rhe content of the methods course, school textbooks, suggestions made during teaching episodes in the methods course, past teachers' performances, and cooperating teachers' performances. Suggestions from cooperating teachers were cited more often than suggestions from rhe university supervisor. Limitations and suggestions for further research are discussed.