Supporting the Development of Teacher Candidates' Teaching Practice through Embedded Mediated Field Experiences

This study proposes shared language for a promising practice-based teacher education model, the embedded mediated field experience (e-MFE), implemented in mathematics content and methods courses, and examines the model's impact on teacher candidates' (TCs) self-reported learning, including NCTM's (2014) effective teaching practices (core practices) in mathematics. Utilizing McDonald et al. 's (2013) learning cycle and situated in authentic classroom settings, TCs engaged in scaffolded, mediated, and iterative teaching experiences focusing on specific core practices determined by mathematics teacher educators. Data collected from 154 TCs across four institutions revealed over 80% of TCs attributed their learning to at least one phase of the e-MFE learning cycle. TCs reported the e-MFE structure as important for their learning and described deepened understanding of core practices, the importance of leveraging student thinking, and creating positive classroom environments, along with increased confidence in teaching mathematics. Results suggest that focusing on a narrow set of core practices within multiple e-MFE cycles enhances TCs' understanding and application. This study highlights e-MFEs as a promising practice-based teacher education (PBTE) approach for supporting TCs' integration of theory and application in coursework aimed at TCs' development of ambitious mathematics teaching practices.