PMENA-39 2017

INVESTIGATING PRACTICE THROUGH REHEARSALS: HOW TEACHER CANDIDATES RESPOND TO STUDENT CONTRIBUTIONS IN WHOLE-CLASS DISCUSSIONS

• In Event: PRESERVICE TEACHER EDUCATION: BRIEF RESEARCH REPORTS SESSION 10

Description

Responding to student contributions during whole-class discussions is a complex instructional practice. Coached rehearsals are a way to support teacher candidate (TC) learning. This study investigates TCs’ practice of responding to student contributions during rehearsals of leading whole-class discussions. Two key findings emerged through video analysis. TCs had general patterns of responding, with some nuanced variation when responding to a contribution that was mathematically problematic. Second, analyzing teacher responses as sets of interactions contingent on student contributions and key mathematical ideas provided greater insight into the practice of responding. These findings have important implications for research on this complex practice.

Authors

• Erin E. Baldinger, University of Minnesota

• Matthew P. Campbell, West Virginia University

• Sarah Kate Selling, University of Utah

• Foster Graif, University of Minnesota