Empowering mathematics teacher development: The necessity of content-specific supervision and feedback.
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| Title: | Empowering mathematics teacher development: The necessity of content-specific supervision and feedback. |
|---|---|
| Authors: | Ocran, Patrick (AUTHOR), Lavigne, Alyson L. (AUTHOR) |
| Source: | Theory Into Practice. Winter2026, Vol. 65 Issue 1, p67-81. 15p. |
| Subjects: | Pedagogical content knowledge, Supervision, Mathematics education, Mathematics teachers, Psychological feedback, Reflective teaching |
| Abstract: | Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply pedagogical content knowledge, developmental supervision, and reflective theory to illustrate how supervisors can provide meaningful and actionable feedback to mathematics teachers. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory Into Practice 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: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 192657605 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Empowering mathematics teacher development: The necessity of content-specific supervision and feedback. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ocran%2C+Patrick%22">Ocran, Patrick</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lavigne%2C+Alyson+L%2E%22">Lavigne, Alyson L.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+Into+Practice%22">Theory Into Practice</searchLink>. Winter2026, Vol. 65 Issue 1, p67-81. 15p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply pedagogical content knowledge, developmental supervision, and reflective theory to illustrate how supervisors can provide meaningful and actionable feedback to mathematics teachers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory Into Practice 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192657605 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00405841.2025.2607949 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 67 Subjects: – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Supervision Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Reflective teaching Type: general Titles: – TitleFull: Empowering mathematics teacher development: The necessity of content-specific supervision and feedback. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ocran, Patrick – PersonEntity: Name: NameFull: Lavigne, Alyson L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Winter2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00405841 Numbering: – Type: volume Value: 65 – Type: issue Value: 1 Titles: – TitleFull: Theory Into Practice Type: main |
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