Abstract
- This study describes one university’s attempt to include more authentic experiences in the teacher education program by implementing a structure for teaching field-based reading and mathematics methods courses. With guidance from the professional standards in reading and mathematics, this structure differed from traditional methods courses in several ways including program design, level of collaboration between pre-service teachers, school partners and university faculty, lesson planning and opportunities to reflect. Results show that this structure impacted pre-service teachers’ perception of their preparedness to teach in significant ways.