Learning to Teach Prospective Elementary Teachers: A Narrative Inquiry of a Newer Mathematics Content Instructor

03 May 2023    

Kelsey Quaisley has successfully defended her doctoral dissertation titled “Learning to Teach Prospective Elementary Teachers: A Narrative Inquiry of a Newer Mathematics Content Instructor,” as part of the Educational Studies Doctor of Philosophy program in the Department of Teaching, Learning and Teacher Education in the College of Education and Human Sciences at the University of Nebraska–Lincoln. Quaisley is a native of Syracuse, New York.
 
The research findings include narrative themes connecting the instructor’s background, preparation, and support to their learning to teach mathematics content for prospective elementary teachers. These findings have numerous implications for the professional development and mentoring of future mathematics content instructors, including how newer instructors might be better prepared or supported to engage in the kinds of newer, more numerous, or more cognitively demanding tasks of teaching associated with mathematics content courses for prospective elementary teachers.
 
Quaisley’s advisor was Lorraine Males, Julie and Henry Bauermeister Associate Professor in Education and Human Sciences at Nebraska.