PME-NA

Supporting Lesson Planning: How a Mathematics Teacher Educator Guided Preservice Teachers with Feedback

• In Event: Supporting Lesson Planning: How a Mathematics Teacher Educator Guided Preservice Teachers with Feedback

Description

Lesson planning is a fundamental teaching practice, yet little is known about how mathematics teacher educators (MTEs) support preservice secondary mathematics teachers (PSTs) in this process. To address this gap, we analyzed one MTE’s written feedback on eight lesson plans developed by PSTs, examining 23 versions across multiple feedback cycles. Using a grounded, iterative approach, we found that the MTE provided both directive and inquisitive/suggestive feedback to develop PSTs’ knowledge and craft skills. These findings highlight the complexity of supporting lesson planning, as MTEs must balance competing priorities in teacher learning and classroom instruction. Implications for enhancing lesson planning support and navigating tensions between PSTs’ development and student learning are discussed.

Authors

• Michelle Cirillo, New Jersey Institute of Technology

• Kristen N Bieda, Michigan State University

• Raymond LaRochelle, Epsilon