Examining the supervision of mathematics student teachers through analysis of conference communications

被引:14
|
作者
Fernandez, Maria Lorelei [1 ]
Erbilgin, Evrim [2 ]
机构
[1] Florida Int Univ, Miami, FL 33199 USA
[2] Rivington Sch, Bolton, Lancs, England
关键词
Mathematics student teachers; Student teaching supervision; Educative supervision; Communications in supervisory conferences; UNIVERSITY SUPERVISOR; PRESERVICE TEACHERS; CONSTRUCTIVIST; PERSPECTIVES;
D O I
10.1007/s10649-009-9185-1
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions concerning the supervision of student teachers are made along with recommendations for further research.
引用
收藏
页码:93 / 110
页数:18
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