Embedding collaborative enhancement and reflection in science and mathematics initial teacher education programs

This paper reports the findings from the initial embedding of a process of enhancement and reflection in pre-service teacher (PST) science and mathematics methods units and the influence the process has had on PST confidence. The focus of the embedding was to enhance, through collaboration with practicing mathematicians and scientists, the capacity of PSTs to use local contexts to create situated learning opportunities for their students that would include enhanced scientific/mathematical thinking requirements. The embedding also included a reflective process to enhance PST understanding of the emotional experience of teaching as a means of supporting their sense of confidence and identity. While there were some shortcomings reported by students in the complexity of the process, positive outcomes were reported for both enhanced mathematics and scientific thinking and in PST confidence through reflection.