Developing teaching knowledge through peer discourse

The central focus of the research reported here was to evaluate the usefulness of peer interaction on the development of professional knowledge of prospective secondary mathematics teachers. Tracing the fate of two students involved in a teamed field-based practicum experience over the course of I I weeks, the findings of the research indicate that the use of peer collaboration and collaborative reflection has the potential to facilitate teacher development. Peers helped problematize learning issues, teaching actions, and mathematics for one another. Their level of reflection increased in the process. (C) 2002 Elsevier Science Ltd. All rights reserved.