Supporting Teacher Learning: Focusing Conversations to Promote Teacher Thinking
DeAnn Huinker, Janis L. Freckmann
Source abstract
Tamara, a preservice teacher, taught a lesson on fractions to a class of fourth-grade students in her field-experience practicum. The instructor of her mathematics methods course observed the lesson. As they met in the hallway to debrief the teaching experience, the instructor began by asking, “How do you think your lesson went?” Tamara replied, “Great. I got through my entire lesson plan.” Tamara's comment and the subsequent discussion revealed that she was focused on her actions as the teacher but not on the dynamics of instruction (Cohen and Ball 2001).
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