DOI QR코드

DOI QR Code

Understanding Prospective Teachers' Verbal Intervention through Teachers' Group Work Monitoring Routines

  • Received : 2020.12.08
  • Accepted : 2020.12.29
  • Published : 2020.12.31

Abstract

Teachers' intervention in small groups is a research area that needs more research attention. Ehrenfeld and Horn (2020) identified teachers' group work monitoring routines that consist of four recurrent talk moves: 1) Initiation, 2) Entry, 3) Focus, and 4) Exit. To better understand prospective teachers' (PTs) intervention in small groups in mathematics classrooms, I investigated how PTs' intervention actions and purposes are related to the monitoring routines, particularly, in terms of Focus moves. I analyzed 26 PTs' responses to four written scenarios, each of which depicts interactions among students in a small group. I identified 1) types of PTs' math talk, 2) types of PTs' non-math talk, 3) types of intervention purposes, and 4) patterns of intervention actions and purposes by scenario. This study contributes to understanding PTs' intervention actions and purposes in mathematics instruction.

Keywords

References

  1. Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth: Heinemann.
  2. Chapin, S., O'Connor, C., & Anderson, N. (2009). Classroom discussions: Using math talk to help students learn, grades K-6 (2nd ed.). Sausalito, CA: Math Solutions Publications.
  3. Chiu, M. M. (2004). Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time on-task. American Educational Research Journal, 41(2), 365-399. https://doi.org/10.3102/00028312041002365
  4. Cohen, E. G., & Lotan, R. A. (2014). Designing groupwork: Strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press.
  5. Dekker, R., & Elshout-Mohr, M. (2004). Teacher interventions aimed at mathematical level raising during collaborative learning. Educational Studies in Mathematics, 56(1), 39-65. https://doi.org/10.1023/B:EDUC.0000028402.10122.ff
  6. Ehrenfeld, N., & Horn, I. S. (2020). Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines. Educational Studies in Mathematics, 103, 251-272. https://doi.org/10.1007/s10649-020-09939-2
  7. Featherstone, H., Crespo, S., Jilk, L., Oslund, J., Parks, A., & Wood, M. (2011). Smarter together! Collaboration and equity in the elementary math classroom. Reston, VA: NCTM.
  8. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. https://doi.org/10.1111/0161-4681.00141
  9. Gillies, R. M., & Boyle, M. (2006). Ten Australian elementary teachers' discourse and reported pedagogical practices during cooperative learning. Elementary School Journal, 106(5), 429-452. https://doi.org/10.1086/505439
  10. Glesne, C. (1999). Becoming qualitative researchers: An introduction (2nd ed.). New York: Longman.
  11. Hofmann, R., & Mercer, N. (2015). Teacher interventions in small group work in secondary mathematics and science lessons. Language and Education, 30(5), 1-17.
  12. Pak, B. (2019). Elementary mathematics prospective teachers' intended contingent teaching in small groups. Research in Mathematical Education, 22(3), 203-202. https://doi.org/10.7468/jksmed.2019.22.3.203
  13. Smith, M., & Stein, M. K. (2011). Five practices for orchestrating productive mathematics discussions. Reston, VA: NCTM.
  14. Van de Pol, J., Volman, M., & Beishuizen, J. (2011). Patterns of contingent teaching in teacher-student interaction. Learning and Instruction, 21(1), 46-57. https://doi.org/10.1016/j.learninstruc.2009.10.004
  15. Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1-28. https://doi.org/10.1348/000709908X380772
  16. Webb, N. M. (2013). Information processing approaches to collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O'Donnell (Eds.), International handbook of collaborative learning (pp. 19-40). New York: Routledge.