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The Paths We Take presents a qualitative account of§four secondary mathematics preservice teachers as§they progress through their one-year graduate-level§teacher preparation program. The case studies share§the preservice teachers'' reflective experiences as§they struggle to find their own pathway to becoming§classroom teachers. In a cross-case analysis, the§author also identifies and explicates four critical§features of field experiences that can foster deeper§and more interactive forms of personal and§professional reflection within preservice mathematics§teachers.
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