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Preparing Teachers for Content-Specific Consultations: Perspectives from Four Continents

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Title: Preparing Teachers for Content-Specific Consultations: Perspectives from Four Continents
Language: English
Authors: Sarah van Ingen Lauer (ORCID 0000-0002-3107-928X), Samuel L. Eskelson (ORCID 0000-0001-8910-4225), David H. Allsopp (ORCID 0000-0001-8910-4225), Steffen Siegemund-Johannsen (ORCID 0000-0001-9132-7014), Anna-Sophia Bock (ORCID 0009-0005-6741-2944), Vera Lucia Messias Fialho Capellini (ORCID 0000-0002-9184-8319), Ana Paula Pacheco Moraes Maturana (ORCID 0000-0002-3458-5399), Di Liu (ORCID 0000-0003-0461-1012)
Source: Electronic Journal for Research in Science & Mathematics Education. 2024 28(3):63-83.
Availability: International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Teacher Educators, Preservice Teacher Education, Mathematics Teachers, Special Education Teachers, Consultants, Student Needs, Elementary Secondary Education, Students with Disabilities, Inclusion, Cultural Differences, Context Effect, Regular and Special Education Relationship, Foreign Countries, Pedagogical Content Knowledge, Teacher Competencies, Teacher Collaboration
Geographic Terms: Germany, United States, Brazil, China
ISSN: 2692-241X
Abstract: This paper describes an international collaboration of teacher educators from four countries that developed a method of preparing preservice mathematics and special education teachers to consult to address the mathematics learning needs of K-12 students with special education needs within inclusive classrooms. Researchers from Germany and the United States present case summaries of findings from implementations in their respective countries, and researchers from Brazil, China, Germany, and the United States add their context-specific analysis of the implementations. The researchers identified ways in which they can provide opportunities for general education and special education preservice teachers to learn to synthesize their knowledge to change classroom instruction to support the learning of students with special education needs. The paper concludes by using a communities of practice lens to discuss implications for preparing preservice teachers for mathematics-specific consultations in multinational contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459699
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Preparing Teachers for Content-Specific Consultations: Perspectives from Four Continents
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sarah+van+Ingen+Lauer%22">Sarah van Ingen Lauer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3107-928X">0000-0002-3107-928X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samuel+L%2E+Eskelson%22">Samuel L. Eskelson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8910-4225">0000-0001-8910-4225</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+H%2E+Allsopp%22">David H. Allsopp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8910-4225">0000-0001-8910-4225</externalLink>)<br /><searchLink fieldCode="AR" term="%22Steffen+Siegemund-Johannsen%22">Steffen Siegemund-Johannsen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9132-7014">0000-0001-9132-7014</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna-Sophia+Bock%22">Anna-Sophia Bock</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-6741-2944">0009-0005-6741-2944</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vera+Lucia+Messias+Fialho+Capellini%22">Vera Lucia Messias Fialho Capellini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9184-8319">0000-0002-9184-8319</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Paula+Pacheco+Moraes+Maturana%22">Ana Paula Pacheco Moraes Maturana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3458-5399">0000-0002-3458-5399</externalLink>)<br /><searchLink fieldCode="AR" term="%22Di+Liu%22">Di Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0461-1012">0000-0003-0461-1012</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+for+Research+in+Science+%26+Mathematics+Education%22"><i>Electronic Journal for Research in Science & Mathematics Education</i></searchLink>. 2024 28(3):63-83.
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  Data: International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
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  Data: Y
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  Label: Page Count
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  Data: 21
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  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Consultants%22">Consultants</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2692-241X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper describes an international collaboration of teacher educators from four countries that developed a method of preparing preservice mathematics and special education teachers to consult to address the mathematics learning needs of K-12 students with special education needs within inclusive classrooms. Researchers from Germany and the United States present case summaries of findings from implementations in their respective countries, and researchers from Brazil, China, Germany, and the United States add their context-specific analysis of the implementations. The researchers identified ways in which they can provide opportunities for general education and special education preservice teachers to learn to synthesize their knowledge to change classroom instruction to support the learning of students with special education needs. The paper concludes by using a communities of practice lens to discuss implications for preparing preservice teachers for mathematics-specific consultations in multinational contexts.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1459699
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1459699
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 63
    Subjects:
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Consultants
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Inclusion
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      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Germany
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      – SubjectFull: United States
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      – SubjectFull: Brazil
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      – SubjectFull: China
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