Rehearsals of Teaching and Opportunities to Learn Mathematical Knowledge for Teaching

ABSTRACT

This study addresses how rehearsals of teaching could support teachers in developing mathematical knowledge for teaching (MKT). The analysis of 30 rehearsals, from elementary methods courses in 3 teacher education programs, attends to what novice teachers and teacher educators did in rehearsal that enlisted MKT. The findings elaborate the tasks that enlisted MKT in practice and the work of the teacher educator in supporting novice teachers' learning of MKT inside the interactive work of teaching.

Notes

1. A point that justifies looking at MKT inside the work of teaching rather than measuring it using surveys.

2. Studiocode is a software package that connects codes directly to segments of video. The timeline feature of Studiocode enables a chronological representation of all codes using multilayered, graphical representations, descriptors, and narrative comments attached to a particular video.

3. Each site worked on multiple IAs, and the IAs worked on varied across sites. Table 1 lists the IAs used at each teacher education program.

4. I use we in this section to refer to the two researchers (including myself) who were involved in this analysis. In the remaining parts of the article, I return to the first person as the author.

5. These tasks were subcategories of those larger practices that help us specify the work that was being done.

6. These percentages do not add up to 100% because some instances attended to work not related to MKT, such as classroom management.

7. The rehearsal represents the average length and number of exchanges identified for the larger data set, as well as the range of TE interventions leveraged in the analysis.