Teacher educators globally have argued that developing coherent programs can combat the fragmentation that often characterizes teacher education and better support teacher learning. Yet, there is little research on coherence in mathematics teacher education, especially from the perspectives of preservice teachers. To that end, in this article, we report how 13 secondary mathematics preservice teachers (PSTs) from one teacher education program perceived their program as coherent, specifically attending to the ideas and practices PSTs engaged with and the settings in which they engaged with those ideas/practices. Based on participatory diagramming interviews and network analysis, we found that PSTs experienced two main sources of incoherence. First, although PSTs had opportunities to learn about equity from multiple settings, they did not perceive that equity and other aspects of mathematics instruction together were coherently organized. Second, PSTs reported learning about two opposing instructional approaches—direct instruction and inquiry-based instruction. PSTs reported that opportunities to learn about inquiry-based instruction were primarily isolated to courses taught by the mathematics education program and were contradicted by learning and experiencing direct instruction in their special education courses, mathematics courses, and field and student teaching experiences. Findings highlight a need to attend to issues of equity, as well as connections among university coursework and between coursework and field. Based on our findings, we conclude with implications for how teacher education programs might respond to and engage with incoherence to support PST learning.

全球的教师教育工作者认为，制定连贯的计划可以解决教师教育经常出现的碎片化问题，并更好地支持教师学习。然而，关于数学教师教育连贯性的研究很少，尤其是从职前教师的角度。为此，在本文中，我们报告了来自一个教师教育项目的 13 名中学数学职前教师 (PST) 如何认为他们的项目是连贯的，特别是关注 PST 参与的想法和实践以及他们参与这些想法的环境/实践。基于参与式图表访谈和网络分析，我们发现 PST 经历了两个主要的不连贯来源。首先，尽管 PST 有机会从多种环境中了解公平，他们不认为公平和数学教学的其他方面是连贯组织的。其次，PST 报告学习了两种相反的教学方法——直接教学和基于探究的教学。PST 报告说，学习基于探究的教学的机会主要与数学教育计划教授的课程隔离，并且与在他们的特殊教育课程、数学课程以及现场和学生教学经验中学习和体验直接教学相矛盾。调查结果强调需要关注公平问题，以及大学课程之间以及课程与现场之间的联系。根据我们的发现，