Paula Jakopovic
Abstract
Many teacher preparation programs lack content-specific practica, leaving elementary preservice teachers (PSTs) with limited opportunities to rehearse mathematics instruction before student teaching. This article explores how number talks and microteaches can function as intentionally sequenced approximations of practice within an elementary mathematics methods course to address this gap. Using a practice-based teacher education (PBTE) framework, the course engaged PSTs in a three-stage rehearsal arc that leveraged cycles of representation, decomposition, and approximation, beginning with low-risk number talks and progressing to collaboratively planned and individually enacted microteaches. These structures provided scaffolded, repeatable opportunities for PSTs to gradually learn to enact high-leverage practices such as eliciting student thinking, orchestrating discussion with the five practices, and integrating talk moves. The discussion highlights the design contribution of the three-stage arc and offers practical guidance for implementation. Implications suggest that embedding intentionally sequenced teaching rehearsals can strengthen PSTs’ capacity to engage in ambitious, equity-focused teaching practice before entering the classroom.
Recommended Citation
Jakopovic, P. (2026). Incorporating a three-stage teaching rehearsal arc in an elementary math methods course. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.10
DOI
Corresponding Author
Paula Jakopovic, Associate Professor, Teacher Education, University of Nebraska at Omaha, Roskens Hall 406P, 6005 University Dr N, Omaha, NE 68182
Email: [email protected]
ORCid: 0000-0002-9554-9201