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Abstract
There is a growing need for teacher preparation courses that support teacher candidates (TCs) in meeting requirements to obtain a supplemental teaching credential. In particular, given the demands for secondary mathematics teachers, developing effective cross-disciplinary coursework within preparation programs is timely and important work. Our study examines the development and evolution of TCs' experiences in a mathematics teaching methods course designed for TCs seeking a supplemental credential. We describe the design principles and practices used to create, and modify, a course to meet (a) state licensure requirements, (b) the goals of the teacher education program, and (c) the individual needs of the TCs. Using survey and interview data, we report on TCs' experiences with the course and their future plans for obtaining a supplemental teaching credential in mathematics. Our study contributes to discussions on teacher preparation for interdisciplinary teaching, licensure requirements, conceptual and practical tools for teaching, and effective course design.
Introduction
Secondary teacher preparation often happens within discipline-specific silos. These silos can occur when curriculum and instruction (C&I) courses-the hallmark teaching methodology courses for acquiring pedagogical knowledge and skills-focus on a single disciplinary domain. Although some teacher education programs provide opportunities for teachers to work across disciplines (Davis et al., 2019; Ryu et al., 2019), the majority focus on the discipline-specific knowledge required to become a single-subject secondary teacher. Yet, many factors push these programs to break out of silos and embrace opportunities for teacher candidates (TCs) to cross disciplinary lines.
One factor influencing this shift is TCs' desire to become credentialed in multiple subjects (e.g., obtain a single-subject credential in both science and mathematics). Secondary TCs are finding supplemental credentials valuable on the job market. As teacher shortages in mathematics increase and the pipeline for qualified TCs shrinks (Carver-Thomas & Darling-Hammond, 2017), secondary teachers from other disciplines often seek a mathematics credential to increase their employment prospects. To ensure that TCs who pursue a supplemental credential are well prepared, some states have instituted coursework requirements. For example, California requires secondary TCs seeking a supplemental credential to show subject matter proficiency via coursework or examination and to complete a C&I course in the subject area (44225 California Education Code 80499). The C&I course requirement has motivated universities to provide access to these...