Qualitative data analysis techniques were applied to all data sets to understand how the program supported the supervisory knowledge and practices of the cooperating teachers. Data was mainly analyzed from three perspectives. First, the amount of conversational time used by each participant was calculated. Secondly, content of the post-lesson conferences was classified into the following categories: Mathematics, Pedagogy, Mathematics Pedagogy, Teacher-Student Relationship, Classroom Management, and General Teacher Growth. Thirdly, the types of communications used by each participant were collapsed into the following categories: Questioning, Assessing, Suggesting, Describing, Explaining, and Emotional talking.I believe that asking reflective questions to the student teacher about parts of her lessons helps the student teacher think more ... For example, reflective thinking has been defined in different levels by different researchers (Collier, 1999).
|Title||:||Exploring a Program for Improving Supervisory Practices of Mathematics Cooperating Teachers|
|Publisher||:||ProQuest - 2008|