A Case Study of the Field Experience of a Korean Mathematics Pre-Service Teacher in the U.S.
Sun Hee Kim, Hyun Jung Kang

Abstract
This study is for a Korean mathematics pre-service teacher Tay’s case that participated in the field experience in the United States. Drawing on Goodell’s (2006) critical incident framework, we analyzed his experiences with respect to the U.S. mathematics education in terms of mathematics class, student, teacher, and school administration. The findings indicate that the most critical events for him were in the order from a teacher, mathematics class, school administration and a student factor. We could see that his critical experiences influenced his perspective about mathematics teaching such as teaching methods and student assessment. The study also addresses how Tay’s teacher preparation program experience in Korea played a role in his field experience in the United States.

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