This study investigated the effect of the intervention program, Study of Teaching, on pre-service teachers’ acquisition of three designated mathematics teaching skills, how much they understood about the complexity of mathematics teaching, and their professional growth. The results indicate that reduced microteaching in the setting, as in the intervention program, provide pre-service teachers with a safe environment to practice teaching.
|Number of pages||25|
|Journal||International Journal for Mathematics Teaching and Learning|
|Publication status||Published - 2015|