“TIP”-ing Through Mathematics Teacher Education: A Triadic Approach to Teacher Preparation

• In Event: Innovations in Supervision: Explorations of the Relationship Between Teacher Candidate, Cooperating Teacher, and University Supervisor

Abstract

This study presents a model for mathematics teacher education, which uses a teacher-intern-professor (TIP) triad to support pedagogical development that is grounded in social constructionism, positioning theory, and a cognitive apprenticeship model of learning. The TIP model encourages a collegial relationship among the intern, mentor teacher, and university professor as a space for mutual learning and growth. The mentor teacher, teacher intern, and university professor collaborate to produce a teacher work sample (TWS) as a reflective performance assessment tool. The results suggest that the TIP model allowed for a less conflicted relationship among them by creating a space for collaboration and focused communication.

Authors

• Pier A. Junor Clarke, Georgia State University

• Erika C. Bullock, Georgia State University