Mathematics Teacher Educators’ Debriefing Practices (Poster 22)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Mathematical Teaching and Learning Poster Session

Abstract

Mathematics teacher educators’ (MTEs) use of knowledge in teaching has been described categorically, yet scholars using self-study in mathematics education have called for additional study of use of knowledge in practice. We focused on MTE debriefing with preservice teachers (PTs) following early field teaching. Using self-study methodology and D’Ambrosio’s voices construct, we analyzed transcripts of MTEs debriefing with PTs. Findings include three ways the MTE used voice of mathematics teacher education as a discipline in debriefing: bridging, exploring, and telling. Findings underscore how teacher educators use knowledge in the moment of teaching about teaching and how teacher educators struggle to maintain an interpretive stance.

Authors

• Sue Ellen Richardson, Old Dominion University

• Signe E. Kastberg, Purdue University

• Lizhen Chen, Western Washington University

• Mahtob Aqazade, Illinois State University