Making the invisible visible: Examining instructional moves to understand pedagogical reasoning during real-time coaching in a university-based early field experience
Restricted (Penn State Only)
Author:
Cunningham, Azaria
Graduate Program:
Curriculum and Instruction
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
September 30, 2024
Committee Members:
Rachel Wolkenhauer, Major Field Member Gwen Lloyd, Major Field Member Fran Arbaugh, Chair & Dissertation Advisor Scott Mcdonald, Program Head/Chair Susan Land, Outside Unit & Field Member
This dissertation study investigates a single mathematics teacher educator (MTE) real-time coaching (RTC) twelve preservice teachers in an early university-based field experience. Using a qualitative case study approach with video-stimulated recall interviews, this study aims to understand the MTE's pedagogical reasoning during PSTs' instruction with authentic university-level math students. Furthermore, this study contributes to the limited empirical literature on RTC by analyzing the pedagogical reasoning for the MTE's coaching practices. Four emerging pedagogical dilemma themes are identified: (1) the dilemma of low teacher-student interactions, (2) the dilemma of questioning math students, (3) the dilemma of fostering conceptual understanding in math students, and (4) the dilemma of PSTs giving precise instructions. This dissertation study holds significant implications for mathematics teacher educators, mathematics teacher education, and teacher preparation programs by offering innovative novel insights into teaching mathematics to preservice teachers through RTC in a university-based early field experience.
