Examining the compatibility of prospective mathematics teachers' instructional visions and their practices through scenario completion and teaching practice

In addition to the limited number of studies on instructional vision in the national literature, the aim of this study is to reveal the instructional visions of prospective teachers, to examine the vision-practice alignment with scripting tasks, and to reveal the relationship between vision and practices with teaching practice experiences. Case study design, one of the qualitative research designs, was used in the study. The participants of the study consisted of nine prospective teachers who were determined on the basis of volunteerism among the senior prospective teachers studying of Elementary Mathematics Teaching at Ordu University in 2024-2025. The participants were selected by convenient sampling method, which is one of the purposeful sampling methods. Within the scope of the study, first of all, the instructional visions of the prospective teachers were revealed. In the following process, eight scenarios were completed within the scope of the course of Misconceptions in Mathematics Teaching, which is one of the compulsory courses of the Elementary Mathematics Teacher Education Undergraduate Program. At the same time, videos of the prospective teachers' lessons in the internship were recorded and the alignment of the practices in the real lesson environment with the visions was discussed. The data were analyzed by content analysis method. The findings of the study showed that although prospective teachers' instructional visions were reform-based, and they often failed to reflect these visions in their scenarios and practices in the real classroom environment.