A model of a preservice teacher preparation program

This article addresses several issues related to teacher preparation. Current reforms in mathematics education call for efforts focusing on preparing in-service teachers to meet new standards. There is also need to modify and enhance preservice teacher education programs to ensure that graduates are prepared for, and will be significant contributors to, the reform movement in mathematics education. Considerable evidence shows that a variety of forms of field experience, in particular, collaborative observation and analysis of lessons, can help future teachers acquire a solid foundation of knowledge for subsequent decision making. reflection on practice, an important component of teacher growth, must have a significant place in the successful teacher preparation program.