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Opportunities for professional learning about mathematics instruction: the role of joint work in student-teaching triads

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Abstract

This paper reports about professional learning related to mathematics instruction in student-teaching triads. The study focuses on how the joint work of triads offers opportunities for the professional learning of student teachers (interns), mentor teachers, and supervisors. Two elementary student-teaching triads reported different areas of and opportunities for professional learning related to mathematics instruction, with more areas and richer opportunities reported by the triad with more extensive collaboration among its members. Findings suggest the need for professional development activities in which mentors and supervisors can examine their stances toward joint work and professional learning in triads.

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Authors and Affiliations

  1. Department of Curriculum and Instruction, Penn State University, University Park, PA, 16802, USA

    Gwendolyn M. Lloyd, Courtney L. Rice & Andrea V. McCloskey

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  1. Gwendolyn M. Lloyd
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Correspondence to Gwendolyn M. Lloyd.

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Lloyd, G.M., Rice, C.L. & McCloskey, A.V. Opportunities for professional learning about mathematics instruction: the role of joint work in student-teaching triads. J Math Teacher Educ 23, 499–525 (2020). https://doi.org/10.1007/s10857-019-09439-y

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