Crisan, Cosette; Liu, Bohan; Zhongtian, Ji; Guo, Kan; (2024) Exploring Joint Reflections in ‘Mathematics Teacher Educator - School Mentor-Student Teacher’ Triads: Case Studies from England and China. In: Fujita, Taro, (ed.) Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics (BSRLM): UK.

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Abstract

Joint reflections on teaching among Mathematics Teacher Educators (MTE), School-based Mentors (SM), and Student-Teachers (ST) are crucial to the development of STs’ professional knowledge. The MTE-SM-ST triad is a long-standing structure in place to support the development of STs during their school placements in their teacher education programmes. However, few studies have examined the content and forms of MTE-SM-ST conversations in any school subject, mathematics in particular. While research in mathematics education suggests that learning within and as a result of working in such a triad is complex, there remains a gap in understanding the opportunities that such interactions create for promoting subject-specific professional learning of all involved in a triad. This paper presents how the use of a data mining software to analyse the data collected from post-lesson discussions of two such triads (one from UK and one from China) facilitated an understanding of interactions within MTE-SM-ST triads.

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