PME-NA

Examining Classroom Mentors Conceptions of The Work Of Mentoring: Toward Collaborative Pedagogical Reasoning

• In Event: Supporting Pedagogical Reasoning and Practice

Description

This Brief Report presents initial work from a study of classroom mentors learning to support novice teachers to develop responsive mathematics teaching practices. We introduce a framework for conceptualizing Collaborative Pedagogical Reasoning in relation to MTs’ conceptions of mentoring and use interview data to illustrate the dimensions of the framework

Authors

• Janine Remillard, University of Pennsylvania

• Meghan Shaughnessy, Boston University

• Hala Ghousseini, University of Wisconsin-Madison

• Riku Sayuj, University of Pennsylvania