Learning to teach elementary mathematics and science: a global learning dimension

Research and experience suggest that structured reflections and metacognitive thinking positively influence prospective teachers´ pedagogical content knowledge (PCK), and beliefs and attitudes (dispositions) about mathematics and science learning and teaching. To provide a motivating learning environment for such activities, prospective teachers from different educational cultures will be paired in a global learning project. They will (1) engage in interactive (online) reflective journaling based on experiences that combine content and pedagogy, and (2) have an opportunity to design a sequence of activities to teach a mathematics and science concept that will be displayed on joint web pages. The project is guided by a series of questions about the effects of cross-cultural shared experiences on the development of specific PCK and on prospective teachers´ dispositions?.