Mathematics Teacher Educators' Interactive Moves During Debriefing Conversations in Mathematics Methods

• In Event: Self-Study as Means of Providing Consequential Mentoring and Supervision Support

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 voice constructs 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

• Signe E. Kastberg, Purdue University
  Presenting Author

• Lizhen Chen, Ohio University
  Presenting Author

• Sue Ellen Richardson, Old Dominion University
  Presenting Author

• Mahtob Aqazade, Texas A&M University - Corpus Christi
  Presenting Author