Mathematics Teacher Educator Learning to Debrief in Mathematics Methods Early Field

• In Event: Innovations in Mathematics Teacher Education

Abstract

Concepts of professional practice have given rise to explorations of pedagogies of teacher education. Yet, how mathematics teacher educators (MTEs) experience in developing such pedagogies is less clear. One such pedagogy is “debriefing” with prospective teachers (PTs) following early field teaching. Here we report on an analysis of one MTE’s experiences with debriefing. Findings are drawn from a collaborative self-study of four MTEs’ experiences of debriefing linked to an elementary mathematics methods course. Three data sources were analyzed (MTE’s constructed narratives of experience with PTs, dialogic conversations of the narratives, and recordings of debriefings) for evidence of D’Ambrosio’s (2004) voices of the discipline, learner, and inner voice. Findings underscores the importance of investigating how MTEs’ develop pedagogies of education.

Authors

• Signe E. Kastberg, Purdue University

• Lizhen Chen, Ohio University

• Sue Ellen Richardson, Purdue University

• Mahtob Aqazade, Rice University