Mathematics Teacher Education Classrooms: Discursive Practices Among Mathematics Teacher Educators and Prospective Teachers

• In Event: Challenging Mathematical Learning: Exploring Teacher Candidates' Values, Beliefs, and Discursive Practices

Abstract

Learning how to teach is one of the most challenging tasks for mathematics teacher educators. It requires overcoming the traditional mathematics instruction in which teaching is based on following the rules laid down by the educator. This study explored the pedagogical interactions and discursive practices enacted by two mathematics teacher educators. Data were collected through classroom observation, and a total of 7.8 hours were recorded. Data were analyzed by systematic observation, an analytical tool with two phases: coding and counting. Results found that teacher educators' talk prevailed during the lessons and controlled the conversational exchanges. Also, we observed that limited time was allowed for prospective teachers’ discussions. These findings have implications for both practice and research.

Authors

• Helena Loreto Montenegro, Universidad de Chile

• Salome Martinez, Universidad de Chile

• Dario Andres Gonzalez, Universidad de Chile