Exploring a program for improving supervisory practices of mathematics cooperating teachers
Başlık çevirisi mevcut değil.
- Tez No: 400423
- Danışmanlar: PROF. MARIA L. FERNÁNDEZ
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2008
- Dil: İngilizce
- Üniversite: Florida State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 296
Özet
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Özet (Çeviri)
The purpose of the study was to understand how a program based on educativesupervision supported the supervisory knowledge and practices of mathematics cooperatingteachers. Educative supervision referred to a supervision style where the supervisorschallenge student teachers? teaching methods by asking open-ended questions, discussingcritical incidents from their teaching, moving away from being evaluative, and beingsensitive to their zone of proximal development (Blanton, Berenson, & Norwood, 2001).The case study method was followed in this study, where the case was the designedprogram. The program consisted of online discussions on reading materials or video clips,face to face communications, conducting weekly post-lesson conferences with the studentteachers, and reflections on those post-lesson conferences. Three mathematics cooperatingteachers and their student teachers were the participants of this study.Qualitative data analysis techniques were applied to all data sets to understand howthe program supported the supervisory knowledge and practices of the cooperating teachers.Data was mainly analyzed from three perspectives. First, the amount of conversational timeused by each participant was calculated. Secondly, content of the post-lesson conferenceswas classified into the following categories: Mathematics, Pedagogy, MathematicsPedagogy, Teacher-Student Relationship, Classroom Management, and General TeacherGrowth. Thirdly, the types of communications used by each participant were collapsed intothe following categories: Questioning, Assessing, Suggesting, Describing, Explaining, andEmotional talking.Data analysis indicated some changes in the supervision style of the participatingcooperating teachers towards the educative supervision. First, the percent of talking done bythe student teachers in the post lesson conferences increased after the discussion of educativesupervision in the program. Secondly, mathematics pedagogy became the most discussedcontent category in the post-lesson conferences. Furthermore, the depth of talks onmathematics pedagogy grew. Thirdly, the cooperating teachers moved away from conveyingtheir feedback directly to the student teachers; they started asking open-ended questions tohave the student teachers reflect on their teaching. Finally, having student teachers reflect ontheir teaching became a central goal for all of the cooperating teachers.
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