Examining the supervision of mathematics student teachers through analysis of conference communications

Abstract

Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions concerning the supervision of student teachers are made along with recommendations for further research.

Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study

“…Given the findings from this investigation, there needs to be more collaboration and common messaging pertaining to teaching mathematics between the university supervisor and the CT as suggested by Fernandez and Erbilgin (2009). Also, professional development for mentoring student teachers with respect to teaching mathematics should be provided to CTs and university supervisors, as needed, in order to better guide EPTs to implement recent reforms and continue learning about teaching mathematics during student teaching (Fernandez & Erbilgin, 2009),…”

“…Also, professional development for mentoring student teachers with respect to teaching mathematics should be provided to CTs and university supervisors, as needed, in order to better guide EPTs to implement recent reforms and continue learning about teaching mathematics during student teaching (Fernandez & Erbilgin, 2009),…”

“…This professional development can help CTs learn to mentor and conduct post-lesson discussions that engage their student teachers in reflecting more deeply on mathematics lessons by the CTs use of questioning and related types of communication involving PCK and CK related to the lesson observed, as suggested in Fernandez and Erbilgin (2009). This professional development should also focus on the importance of allowing student teachers to plan their own lessons.…”

“…University supervisors could ask questions about PCK in the observed mathematics lessons and they can engage the EPTs in reflecting on and provide feedback on how to successfully address issues relating to PCK in the observed lesson as recommended by Fernandez and Erbilgin (2009 …”

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

“…Blanton, Berenson, and Norwood (2001) believe university supervisors should move past this "superficial role" for a more important and effective role. The university supervisor's most important role is that of a mentor; the supervisor aids teacher candidates in comprehending the dimensions of teaching and clearly defines best practice (Fernandez & Erbilgin, 2009;Smith & Souviney, 1997). The university supervisor facilitates the teacher candidates internalizing lessons learned in their methods classes into effective teaching practices in their field experience (Ediger, 2009).…”