Using comics-based representations of teaching, and technology, to bring practice to teacher education courses

Abstract

This article situates comic-based representations of teaching in the long history of tensions between theory and practice in teacher education. The article argues that comics can be semiotic resources in learning to teach and suggests how information technologies can support experiences with comics in university mathematics methods courses that a) help learners see the mathematical work of teaching in lessons they observe, b) allow candidates to explore tactical decision making in teaching, and c) support pre-service teachers in rehearsing classroom interactions.