Full title: Achieving Excellence in Primary-Junior Mathematics Pre-Service Teacher Education? Critical Reflections on negotiating collaborative course design, candidate feedback and mourning identities lost in the first cycle of the 2 year Consecutive B.Ed in an Ontario University.

In 2015, pre-service teacher education programs in Ontario moved to implement 2 year Consecutive Teacher Education programs. This presentation will offer a critical appraisal through reflection on my experiences as a (non-tenure track) limited term faculty member collaboratively designing, teaching, assessing and evaluating the two math methods courses that now comprise our Consecutive B.Ed preparation for Primary-Junior candidates. I will highlight elements that appear to have been of benefit to teacher candidates during the first 2 year cycle. This presentation will also emphasise the critical importance of engaging in collaborative course design within a framework of mutually assured respect and disciplined pragmatism.

Bio: Dr. Khan teaches a lot of pre-service mathematics method courses at the PJI level. He is also the Co-ordinator for Brock’s Technological Teacher Education Program. His interests include mathematics popularization, computational thinking, ethnomathematics, equity, vulnerability, complexity, decolonizing and improving the quality of elementary pre-service teacher education.