233 © Springer Nature Switzerland AG 2019 P. Sengupta et al. (eds.), Critical, Transdisciplinary and Embodied Approaches in STEM Education, Advances in STEM Education, https://doi.org/10.1007/978-3-030-29489-2_13 Chapter 13 Facilitating Enactment in STEM Teacher Education Within and Across Learning Spaces Janette Bobis Abstract Prompted by the desire to improve initial teacher education to better prepare novice teachers to support their future students to live and work in STEM rich societies in which critical thinking and reason are paramount, mathematics education has emphasized approaches focused on principles and practices of inquiry, student-centered and problem-based learning. However, the visions and practices of such approaches have consistently proven diffcult for beginning teach- ers to translate into practice. In this chapter, I present fndings of a study aimed at exploring prospective primary teachers’ enactment of targeted practices for teach- ing mathematics in innovative ways when opportunities to approximate such prac- tices were provided across university and school settings. Data were gathered from 54 prospective primary teachers as they undertook their frst mathematics methods course and at the conclusion of their frst professional experience. Analysis of writ- ten refections from all 54 novice teachers, teaching observations and semi- structured interviews with four novice teachers, reveals that particular teacher education pedagogies, namely, rehearsals, video, and teacher educator modeling of practices and coaching during co-teaching opportunities in a range of designed set- tings, were particularly effective in supporting the enactment of targeted practices. I interpret the affordances of these pedagogies through an enactivist lens and, in so doing, highlight the benefts of applying embodied perspectives to explore and help develop a better understanding of learning to teach in STEM disciplines. Keywords STEM teacher education · Practice-focused · Enactivism · Approximations of practice J. Bobis (*) The University of Sydney, Sydney, NSW, Australia e-mail: janette.bobis@sydney.edu.au