Persistent Patterns: How Mathematics Pre-Service Teachers Ask Questions During Simulated Rehearsals

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 1
  In Roundtable Session: Constructing Practice, Shaping Identity: Preservice Teacher Learning Across Disciplines and Dialogues

Abstract

This study investigates the types and patterns of questions that elementary mathematics pre-service teachers ask during simulated rehearsals. Using 110 conversations collected from an online chat-based dialogue simulator, the questions that pre-service teachers asked students were human-coded for question type and compared to the immediately prior question type. Results show that while overall, pre-service teachers asked a mix of question types; sequentially, they tended to ask the same question type. Examples of these persistent patterns of questioning for each question type are discussed, as are the implications for how teacher educators can use these results to support pre-service teachers to shift their questioning patterns and reduce the risk that practice-based teacher preparation might unintentionally reinforce low-impact questioning.

Authors

• Sarah Lilly Deans, University of Virginia

• Jim Bywater, James Madison University

• Caitlyn Hewitt, James Madison University

• Jennifer L. Chiu, University of Virginia