Using instructional coaching to support elementary preservice mathematics teachers' development of questioning strategies.
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| Title: | Using instructional coaching to support elementary preservice mathematics teachers' development of questioning strategies. |
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| Authors: | Jones, Lianne1 (AUTHOR) joneslm15@appstate.edu, Smith, Margeaux2 (AUTHOR), Martinez, Andrea2 (AUTHOR), Cooper, Sandi2 (AUTHOR) |
| Source: | School Science & Mathematics. Jun2026, Vol. 126 Issue 3, p206-218. 13p. |
| Subject Terms: | *Educational coaching, *Student teachers, *Teaching aids, *Teaching methods, *Teacher development, *Mathematics education, *Elicitation technique, *Qualitative research |
| Abstract: | Teacher questioning is a commonly used pedagogical tool with great impact on student learning. In mathematics classrooms, questioning is also connected to the Mathematics Teaching Practices (National Council of Teachers of Mathematics, Principles to actions: Ensuring mathematical success for all, NCTM, 2014) of eliciting student thinking, supporting productive struggle, and connecting mathematical representations. Teacher questioning is a complex skill to develop, particularly for preservice teachers, as it requires firm knowledge in content, pedagogy, and student needs. The purpose of this qualitative multiple case study was to examine the impact of questioningfocused, non‐supervisory instructional coaching cycles on elementary preservice teachers' questioning practices. Findings indicate that coaching cycles resulted in more balanced question usage, increased awareness of questioning practices, and increased confidence in posing purposeful questions. These findings suggest that instructional coaching specific to questioning practices could provide a viable means of authentic support for preservice teachers throughout their clinical experiences. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell 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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| Abstract: | Teacher questioning is a commonly used pedagogical tool with great impact on student learning. In mathematics classrooms, questioning is also connected to the Mathematics Teaching Practices (National Council of Teachers of Mathematics, Principles to actions: Ensuring mathematical success for all, NCTM, 2014) of eliciting student thinking, supporting productive struggle, and connecting mathematical representations. Teacher questioning is a complex skill to develop, particularly for preservice teachers, as it requires firm knowledge in content, pedagogy, and student needs. The purpose of this qualitative multiple case study was to examine the impact of questioningfocused, non‐supervisory instructional coaching cycles on elementary preservice teachers' questioning practices. Findings indicate that coaching cycles resulted in more balanced question usage, increased awareness of questioning practices, and increased confidence in posing purposeful questions. These findings suggest that instructional coaching specific to questioning practices could provide a viable means of authentic support for preservice teachers throughout their clinical experiences. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00366803 |
| DOI: | 10.1111/ssm.18332 |
