The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation,reflection, and co-construction in rehearsals of practice |
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| Authors: | Robin Averill Michael Drake Dayle Anderson Glenda Anthony |
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| Institution: | 1. School of Education, Victoria University of Wellington (Te Whare Wānanga o Te ūpoko o te Ika a Māui), Te Whare Wānanga o Te ūpoko o te Ika a Māui, Wellington, New Zealand;2. Institute of Education, Massey University, Te Kunenga ki Pūrehuroa, Palmerston North, New Zealand |
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| 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. |
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| Keywords: | Mathematics teacher education instructional practices coaching equity |
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