PEN Academic Publishing   |  ISSN: 1308 - 951X

Original article | International Journal of Research in Teacher Education 2019, Vol. 10(3) 122-135

Capstone course: A qualitative view into instructor’s role and teaching practices

Roofia Galeshi & Jung-Ah Choi

pp. 122 - 135   |  Manu. Number: MANU-1901-18-0002

Published online: September 30, 2019  |   Number of Views: 7  |  Number of Download: 18


Abstract

Capstone courses provide an opportunity for preservice teachers to synthesize their undergraduate learning. Faculty utilize capstone environment to facilitate students successful transition from higher education into the school environment by providing opportunity to reflect and practice students’ accumulated knowledge while providing individualized support. Faculty use the capstone environment to help preservice teachers elicit, reflect, and interpret their own understanding of mathematics and to relate it to the secondary mathematics content. This article presents the findings from a series of semi-structured interviews with capstone instructors. Our goal is to entice a conversation related to role of capstone within teacher education programs. 

Keywords: Capstone, teacher education, mathematics teachers, instructors' role, mentoring, preservice teachers


How to Cite this Article?

APA 6th edition
Galeshi, R. & Choi, J. (2019). Capstone course: A qualitative view into instructor’s role and teaching practices . International Journal of Research in Teacher Education, 10(3), 122-135.

Harvard
Galeshi, R. and Choi, J. (2019). Capstone course: A qualitative view into instructor’s role and teaching practices . International Journal of Research in Teacher Education, 10(3), pp. 122-135.

Chicago 16th edition
Galeshi, Roofia and Jung-Ah Choi (2019). "Capstone course: A qualitative view into instructor’s role and teaching practices ". International Journal of Research in Teacher Education 10 (3):122-135.

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