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Developing Student Teachers' Skills at Eliciting Students' Mathematical Thinking Using the Coaching Cycle.

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Title: Developing Student Teachers' Skills at Eliciting Students' Mathematical Thinking Using the Coaching Cycle.
Authors: Reinke, Luke T.1 (AUTHOR), Schmidt, Leslie W.1 (AUTHOR), Myers, Adam1 (AUTHOR), Polly, Drew1 (AUTHOR)
Source: Teacher Educator. Apr-Jun2022, Vol. 57 Issue 2, p215-237. 23p.
Subject Terms: *Student teachers, *Students, *Internship programs, *Achievement gains (Education), *Student teaching, *Problem solving, *Student-centered learning
Abstract: Eliciting students' thinking is a key component of effective student-centered mathematics instruction, and research demonstrates promising approaches to developing this skill in pre-service teachers [PSTs] during methods courses. However, few studies have provided insight into how PSTs can be supported in continuing to develop the skill of eliciting thinking during student teaching internships. This case study describes the development of two PSTs as they worked to fully elicit their students' thinking during their internship, with the support of a coach. The PSTs' development generally aligned with an emergent trajectory synthesized from the literature; however, additional specificity was needed to fully interpret the data. Both PSTs learned to effectively probe the thinking of students who provided correct answers to initial prompts but made less progress in probing students' incorrect answers. The article concludes with an analysis of the learning opportunities presented by the coaching moves, as well as missed opportunities. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Developing Student Teachers' Skills at Eliciting Students' Mathematical Thinking Using the Coaching Cycle.
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Educator%22">Teacher Educator</searchLink>. Apr-Jun2022, Vol. 57 Issue 2, p215-237. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Internship+programs%22">Internship programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+gains+%28Education%29%22">Achievement gains (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teaching%22">Student teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink>
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  Data: Eliciting students' thinking is a key component of effective student-centered mathematics instruction, and research demonstrates promising approaches to developing this skill in pre-service teachers [PSTs] during methods courses. However, few studies have provided insight into how PSTs can be supported in continuing to develop the skill of eliciting thinking during student teaching internships. This case study describes the development of two PSTs as they worked to fully elicit their students' thinking during their internship, with the support of a coach. The PSTs' development generally aligned with an emergent trajectory synthesized from the literature; however, additional specificity was needed to fully interpret the data. Both PSTs learned to effectively probe the thinking of students who provided correct answers to initial prompts but made less progress in probing students' incorrect answers. The article concludes with an analysis of the learning opportunities presented by the coaching moves, as well as missed opportunities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08878730.2021.1990454
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      – Code: eng
        Text: English
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      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Students
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      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Achievement gains (Education)
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      – SubjectFull: Student teaching
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      – SubjectFull: Problem solving
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      – TitleFull: Developing Student Teachers' Skills at Eliciting Students' Mathematical Thinking Using the Coaching Cycle.
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            NameFull: Schmidt, Leslie W.
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            NameFull: Myers, Adam
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            – D: 01
              M: 04
              Text: Apr-Jun2022
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              Y: 2022
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