Collaborating During Instruction: Opportunities for Teacher Candidate and Mentor Teachers to Practice Equity-Oriented Mathematics Teaching

• In Event: Toward a Just Teacher Education: Examining Healing Pedagogies, Collaborative Practices, and Equity Dispositions

Abstract

Most opportunities for Teacher Candidates (TCs) and Mentor Teachers (MTs) to collaborate take place before or after teaching (e.g., in planning or debrief conversations). This study explores the potential of TC-MTs’ collaborative conversations during instruction to support both mentor teacher and teacher candidate learning as they work to practice equity-oriented mathematics teaching. We examine video recordings which show how three groups of TC-MT dyads/triads collaborated with one another during five different secondary mathematics lessons. Our provisional analysis of 30 in-the-moment conversations suggests the content of dyads/triads’ interactions tended to focus on sharing noticings, making decisions, and helping one another each of which had implications for teachers’ opportunities to learn and practice equity-oriented teaching.

Authors

• Taylor Stafford, University of Washington

• Mary A. Carlson, Montana State University

• Kara J. Jackson, University of Washington

• Ruth M. Heaton, Teachers Development Group

• Nana Boahen Mensah, Montana State University