Supporting pre-service teachers’ development: What can we learn from case studies of three experienced school-based mathematics mentors
Year: 2023
Type: conference-paper
Abstract: Despite international interest on research into the preparation of pre-service mathematics teachers,the role of school-based subject mentors remains an under-explored area in the mathematics teachereducation and professional development in general. In this paper, an exploratory study based on a multiple case approach that sought three experienced school-based mathematics mentors’ views of their own roles in developing the pre-service teachers' knowledge for teaching mathematics ispresented. With a particular focus on the specialised content knowledge (SCK) category from Ball etal.’s (2008) conceptualisation of mathematics knowledge for teaching, thematic analysis of the interview data indicates that development of pre-service teachers' such knowledge is influenced by and depends on mentors’ own personal construct of subject specific mentoring. For pre-serviceteachers to fully benefit from their teaching practice, an explicit model of subject-specific mentoringis needed.
Source: HAL
Author: Crisan, Cosette
Institution: University College London
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4391334432