Structuring deep and specific conversations: The work of mathematics teacher educators in professional learning
Résumé
This paper explores how mathematics teacher educators routinely structured examination of educative curriculum materials that led to detailed, fine-grained analyses of teaching in order to support teachers' development. The study examined lesson analysis cycles, which involved lesson planning, enactment, and reflection. We found that the structure supported mathematics teacher educators to leverage curriculum materials to orchestrate discussions with teachers that focus on pedagogy, mathematical content, and student thinking. Implications for the practices of mathematics teacher educators are discussed.
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