The Use of Questions within In-the-Moment Coaching in Initial Mathematics Teacher Education: Enhancing Participation, Reflection, and Co-Construction in Rehearsals of Practice

Autor/inn/en	Averill, Robin; Drake, Michael; Anderson, Dayle; Anthony, Glenda
Titel	The Use of Questions within In-the-Moment Coaching in Initial Mathematics Teacher Education: Enhancing Participation, Reflection, and Co-Construction in Rehearsals of Practice
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 5, S.486-503 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1169503
Schlagwörter	Mathematics; Teacher Education; Mathematics Teachers; Educational Practices; Coaching (Performance); Foreign Countries; Beginning Teachers; Teaching Methods; Mathematics Instruction; Mathematics Education; Mathematical Logic; Student Teachers; New Zealand + Suchen Sie Ihr Suchwort? Mathematik; Lehrerausbildung; Lehrerbildung; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Ausland; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematical logics; Mathematische Logik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Neuseeland
Abstract	Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01