Learning to teach elementary mathematics and science: A global learning dimension

Research and experience suggest that structured reflections and metacognitive thinking positively influence prospective teachers' pedagogical content knowledge (PCK), and beliefs and attitudes (dispositions) about mathematics and science learning and teaching. To provide a motivating learning environment for such activities, prospective teachers from different educational cultures will be paired in a global learning project. They will (1) engage in interactive (online) reflective journaling based on experiences that combine content and pedagogy and (2) have an opportunity to design a sequence of activities to teach a mathematics and science concept that will be displayed on joint web pages. The project is guided by a series of questions about the effects of cross-cultural shared experiences on the development of specific PCK and on prospective teachers' dispositions?.