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Slides

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CERME TWG27 Discussant Slide - Perez-Montilla

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CERME 2025 Sbs Problems of Practice - Munson

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Elliott Discussant slides for Montenegro

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Discussant slides for Ralf Erens' paper CERME14

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Rodríguez-Segarra_TWG27

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Discussant slide_Teaching quality in mathematics lessons from the perspective of facilitators and how they perceive the teachers' perspective

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Teaching quality in mathematics lessons from the perspective of facilitators and how they perceive the teachers' perspective

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Rodríguez-Segarra_TWG27

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This is te correct version

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Case Study on Mathematics Teacher Educator’s Professional Roles During Teaching Practicum Course_Discussant

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Lovemore poster PDF

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Lovemore poster PPt

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Meta-coaching_A novel approach to supporting coaches' professional learning_FINAL

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How can research inform us regarding facilitator learning practices that improves facilitators' professional development?

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How can research inform us regarding facilitator learning practices that improves facilitators' professional development?

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The importance of understanding the context of different studies as a lens to consider the findings and how it might be applied in your own context.

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It seems that an emerging issue is how to develop MTEs' sensitivity to their teachers' needs (i.e., "emotional knowledge").

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As Jen shared, learning is an emotional endeavor. Explicit consideration of emotions in supporting facilitators' learning and helping facilitators attend to the emotions involved in teachers' learning seem key.

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As Jen shared, learning is an emotional endeavor. Explicit consideration of emotions in supporting facilitators' learning and helping facilitators attend to the emotions involved in teachers' learning seem key.

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How can we convince teachers and MTEs that theoretical knowledge is beneficial in terms of their professionalization?

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The importance of experiencing phenomenon in order to understand it. Either through vignette's, videos, rehearsals, or other means.

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practical implementations of all the papers for fascilitatator professional development (FPD) - what ist the facscilitator pcK?

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practical implementations of all the papers for fascilitatator professional development (FPD) - what ist the facscilitator pcK?

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Hoy could we research decisions during the practice?

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in what ways can be bridge the gap between our findings and how to transfer these into PD

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Put facilitators' and teachers' practices with an eye on the mathematics more in the focus

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Put facilitators' and teachers' practices with an eye on the mathematics more in the focus

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What are good strategies for improving teacher educators (including mathematicians  teaching PSTs) practices? 

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What are good strategies for improving teacher educators (including mathematicians  teaching PSTs) practices? 

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In any teacher learning design there are many decisions that get made (e.g., goals for teacher learning, structures for teacher learning, who participate and how). How do we decide who (e.g., PD designers, researchers, facilitators, MTEs, teacher, school leaders, funders) makes those decisions and what are the implications?

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In any teacher learning design there are many decisions that get made (e.g., goals for teacher learning, structures for teacher learning, who participate and how). How do we decide who (e.g., PD designers, researchers, facilitators, MTEs, teacher, school leaders, funders) makes those decisions and what are the implications?

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Based on the current state of our research, the question arises as to how facilitators/MTEs/coaches can be supported in their work in the long (!!!) term.

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What is an MTE? What characterizes them?

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What is an MTE? What characterizes them?

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Teachers and MTEs can create a shared (productive) goals within the context of larger professional learning.

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What are the theoretical framings this line of research has traversed and what can we learn from other lines of research (ie. research on student learning, etc.)?   

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What are the theoretical framings this line of research has traversed and what can we learn from other lines of research (ie. research on student learning, etc.)?   

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What roles and practices should MTEs adopt during the teaching practicum to make it beneficial for pre-service teachers' learning?

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MTEs' and facilitators sensitivity to emotional and affective aspects of pre ans in service teachers' PD (PCK) seems like a critical aspect to manage several issues:

1) Assumptions of roles. For example being capable of managing tensions between coaches and pre-service teachers' expectations

2) How to manage candid discussions(not only at the end of the cycle. They could happen since the beginning of the process)

3) How to empower specialist teachers in a meaningful way to0 promote changes showing a special sensitivity to specific problems that could emerge at some contexts

4) How facilitators or coaches can take advantage of "pauses" (Jen Muson)

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How do we create norms for analyzing teaching so that MTEs can get beyond some of the tensions we saw in the studies (e.g., candid conversations, praise-question-polish)?

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How do we create norms for analyzing teaching so that MTEs can get beyond some of the tensions we saw in the studies (e.g., candid conversations, praise-question-polish)?

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What are the formative assessment tools we may want to use in FPD to support the FPD in ways that connect and are nested within TPD? 

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What are the formative assessment tools we may want to use in FPD to support the FPD in ways that connect and are nested within TPD? 

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How can MTEs reduce the brokering tensions that preservice teachers experience during their practicums? During teaching? Working with those who liaise with schools?

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To discuss the best practices of facilitators that can enhance the teaching and learning experiences with prospective teachers

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Studio Facilitators' Learning on the Job Rebekah Elliott1 & Hannah Nieman2 1Oregon State University  2 University of Washington

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This paper relates to the QuaMath project in Germany

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Micro versus Macro? Or is it a continuum?

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Analysing dialogues and interviews needs qualitative micro analysis. this might take a macro amount of time.

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What is the definition of micro and macro? It is not synonymous to qualitative and quantitative. Isn't it? Is it rather dependent on the context?

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https://journals.sagepub.com/doi/full/10.3102/0013189X221112113

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Tension between micro and macro: micro = small number of cases, but with rich data. macro = we apply (what we have mapped on micro level) to a broader context. Basic idea: Lifting from the micro to the macro.

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it seems easier to argument our methodological analysis on a micro level (than on a macro level).

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example of macro level research question? eg: how to interrupt injustice? - this would need to also include the wider cultural and social context (racism, aso..)

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"micro vs macro" can be used to distinguish research questions. and also to distinguish methods of analysis. and also regadring implementation structures (e.g. classroom or school or educational system).

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for example: a qualitative micro analysis of (a huge amount of) interview data can lead to results on macro level.

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live simulation with other prospective Faciliators

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live simulation with other prospective Faciliators

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discussion about reactions on Vignettes (written, video, comic)

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discussion about reactions on Vignettes (written, video, comic)

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In a study focused on facilitator identity, the math may seem backgrounded, but can or should connections to the mathematics be made?

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In a study focused on facilitator identity, the math may seem backgrounded, but can or should connections to the mathematics be made?

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work first on reacher level and  afterwards on facilitator level

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work first on reacher level and  afterwards on facilitator level

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In the study on broaching candid discussions, the "entry point" was into a discussion of student engagement, which is connected to students' learning of mathematics, but that connection could perhaps have been emphasized further.

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In the study on broaching candid discussions, the "entry point" was into a discussion of student engagement, which is connected to students' learning of mathematics, but that connection could perhaps have been emphasized further.

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When we are looking for (and struggeling) to find a (useful / reasonable / ...) definition, we can relate to exisitng literature. For example: Ehrenfeld (see above).

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How might facilitation of mathematics teachers' professional learning be distinct from the facilitation of teachers' professional learning in other subject areas? Attending to such distinctions may be of importance.

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How might facilitation of mathematics teachers' professional learning be distinct from the facilitation of teachers' professional learning in other subject areas? Attending to such distinctions may be of importance.

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There was a conversation in the US math education research community around the question, "where is the math?" There were also responses to calls to center the math in math education research. 

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There was a conversation in the US math education research community around the question, "where is the math?" There were also responses to calls to center the math in math education research. 

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example on classroom level (video, Textbook), with possible reactions of teachers --> simulation of reaction to teacher

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example on classroom level (video, Textbook), with possible reactions of teachers --> simulation of reaction to teacher