Qualitative data analysis techniques were applied to all data sets to understand how the program supported the supervisory knowledge and practices of the cooperating teachers. Data was mainly analyzed from three perspectives. First, the amount of conversational time used by each participant was calculated. Secondly, content of the post-lesson conferences was classified into the following categories: Mathematics, Pedagogy, Mathematics Pedagogy, Teacher-Student Relationship, Classroom Management, and General Teacher Growth. Thirdly, the types of communications used by each participant were collapsed into the following categories: Questioning, Assessing, Suggesting, Describing, Explaining, and Emotional talking.They also read the post-lesson conference transcripts that I used in the fourth face-to-face meeting and described the parts ... Arnold (2002) found that the cooperating teachers in her study discussed instructional issues, mentoring issues, andanbsp;...
|Title||:||Exploring a Program for Improving Supervisory Practices of Mathematics Cooperating Teachers|
|Publisher||:||ProQuest - 2008|