Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset.

In looking to further understanding of how teacher-educators enhance their professional knowledge and expertise, this paper explores how involvement in a design-based study focused on implementing pedagogies of practice occasioned learning. Driven by our desire to prepare beginning teachers to do the work of ambitious mathematics teaching we explore the affordance and constraints when learning to enact cycles of enactment and investigation of public rehearsals within methods and school-based settings. The opening of practice-based spaces, involving rehearsals of practice-based mathematical activities, supported learning from and with our colleagues and prospective teachers. Collectively, collaboration and inquiry within practice-based setting occasioned new possibilities of being a teacher-educator; possibilities that are more inclusive and responsive to the diversity of our prospective teachers’ learning and to that of the students they will teach.