ABSTRACT The desire to understand our questioning practices as relational led us to use collaborative self-study to construct images of our questioning practice within our mathematics teacher education practices. In a prior exploration of written feedback we had begun to consider how our practices supported relationships with preservice teachers. As a result, we began to consider ways we engaged preservice teachers during instruction and wondered how our questions supported or constrained growth of relationships. In this article we share ways our expectations for what we call balance in our questioning practices were disrupted. We describe three waves of inquiry that gave form to our exploration and resulted in awareness of the role and anticipation of imbalance in our questioning practice. Each new wave resulted from findings of the previous waves and pushed us back to the research literature and forward to new images of our questioning. We tell our story using one episode from our practice, images of that practice shared at the 2018 Castle Conference, and lenses that help us anticipate imbalance in our practice.

中文翻译：

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探索数学教师教育家作为一种关系实践而提出的问题：承认失衡

摘要渴望将我们的提问方式理解为关系型的渴望促使我们在数学老师的教育活动中使用协作式自学方法来构建我们提问方式的图像。在先前对书面反馈的探索中，我们已经开始考虑我们的实践如何支持与职前教师的关系。结果，我们开始考虑在教学过程中聘用职前教师的方式，并想知道我们的问题如何支持或限制人际关系的增长。在本文中，我们分享了我们对质疑行为中所谓的平衡的期望遭到破坏的方式。我们描述了三个探究浪潮，这些探究浪潮形成了我们的探索形式，并引起了人们对我们提问实践中角色和不平衡预期的认识。每一个新的浪潮都是从先前浪潮的发现中产生的，并将我们推回到研究文献中，并向我们提出新的质疑形象。我们使用练习中的一集讲述自己的故事，在2018年城堡大会上分享该练习的图像，并使用镜头帮助我们预测练习中的失衡情况。