Investigating secondary pre-service teachers as teachers and learners of mathematical modeling.

The article focuses on the development of pre-service teachers' (PSTs) knowledge and competencies in teaching mathematical modeling through a joint instructional unit integrating a mathematical modeling course and a secondary methods of teaching course. It examines how PSTs simultaneously engage as learners and teachers of modeling by designing, refining, and enacting modeling lessons in secondary classrooms, emphasizing four interconnected modeling competencies: theoretical, task-related, teaching, and diagnostic. Findings indicate that PSTs benefit from experiencing modeling tasks firsthand and practicing teaching strategies, though they face challenges reconciling openness in modeling with content standards and anticipating diverse student approaches. The study highlights the importance of peer collaboration, reflection, and targeted rehearsal in preparing PSTs to facilitate authentic, student-centered mathematical modeling in secondary education.