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 |
|---|---|
| Language: | English |
| Authors: | Reinke, Luke T. (ORCID |
| Source: | Teacher Educator. 2022 57(2):215-237. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teachers, Teaching Skills, Skill Development, Thinking Skills, Coaching (Performance), Prompting, Mathematics Education |
| DOI: | 10.1080/08878730.2021.1990454 |
| ISSN: | 0887-8730 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1345214 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0887-8730 |
| DOI: | 10.1080/08878730.2021.1990454 |
