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ERIC Number: EJ1269460
Record Type: Journal
Publication Date: 2020-Sep
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2167-9789
EISSN: N/A
Representing Student Voice in an Approximation of Practice: Using Planted Errors in Coached Rehearsals to Support Teacher Candidate Learning
Campbell, Matthew P.; Baldinger, Erin E.; Graif, Foster
Mathematics Teacher Educator, v9 n1 p23-49 Sep 2020
Approximations of practice provide opportunities for teacher candidates (TCs) to engage in the work of teaching in situations of reduced complexity. A problem of practice for teacher educators relates to how to represent student voice in approximations to engage TCs with interactive practices in meaningful ways. In this article, we share an analysis of our use of "planted errors" in coached rehearsals with secondary mathematics TCs focused on the practice of responding to errors in whole-class discussion. We highlight how different iterations of the planted errors affect the authenticity of how student voice was represented in the rehearsals and the resulting opportunities for TC learning. We offer design considerations for coached rehearsals and other approximations of practice.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A