Designed to bridge teacher candidates’ study of curriculum and instruction with their work in their field experiences. Examines via inquiry and reflexivity the complex reality of the daily work of teaching math and science in elementary schools and middle schools. Studies a diversity of perspectives to support candidates in the ongoing process of examining, developing, articulating and enacting an educational stance, with specific attention to issues of equity, inclusion, and identity. Seeks to build a sense of professional agency by taking purposeful action within the context of the student teaching placement, reflecting upon the outcomes and impact, and planning next steps.