COMPARING TWO DIFFERENT STUDENT TEACHING STRUCTURES BY ANALYZING CONVERSATIONS BETWEEN STUDENT TEACHERS AND THEIR COOPERATING TEACHERS

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COMPARING TWO DIFFERENT STUDENT TEACHING STRUCTURES BY ANALYZING CONVERSATIONS BETWEEN STUDENT TEACHERS AND THEIR COOPERATING TEACHERS

Abstract

Research has shown that preservice teachers participating in traditional student teaching programs tend to focus on classroom management, with very little focus on student mathematical thinking. The student teaching program at BYU has been redesigned in the hopes of shifting the focus of student teachers away from classroom management toward student mathematical thinking. This study compared conversations between student teachers and cooperating teachers before and after the redesign of the program to work towards determining the effectiveness of the refocusing of the new student teaching program. The study found that STs and CTs in the different student teaching structures were talking about different things. Not only were the frequencies of conversations about pedagogy, students, and mathematics different, but the ways those individual topics were discussed was also different.

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