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Secondary mathematics pre-service teachers (PSTs) are required to take university-level mathematics content courses to develop their mathematical content knowledge. Although PSTs' experiences as students play a major role in the types of teachers they become, there is limited research investigating the experiences of PSTs engaging in these courses. Thus, our study used a series of semi-structured interviews to provide first-hand accounts of PSTs' experiences. Findings suggest that PSTs experienced a range of challenges, including difficulties connecting with and understanding course content, and being ignored and dismissed by mathematics instructors. To cope with these challenges, PSTs became reflective practitioners and considered how their experiences in these courses applied to their learning as future teachers. PSTs also developed a community with each other that grew out of needing support with mathematical content, but evolved into collegial friendships. While PSTs were able to find positive features within negative experiences, this study highlights the need to understand PSTs' experiences in these courses so that effective improvements can be made.

Novice teacher educators (NTEs) occupy a complex role of teaching pre-service teachers and typically do not have formalized supports or professional development. This study used the Cycle of Enactment and Investigation (CEI) as framework for NTE professional development. NTEs engaged in a modified CEI that emphasized repeated individual and collective analyses before and after enactments. Findings suggest that this framework allowed the NTEs to engage in the work of a teacher educator with the support of each other and a more experienced teacher educator. This study highlights the need for further research on ways of supporting NTEs.

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