Real-time coaching with secondary preservice teachers: The practices of mathematics teacher educators

Abstract

We examined the coaching practices of three mathematics teacher educators as they engaged in realtime coaching with secondary mathematics preservice teachers. Situated in a novel early field experience and under close supervision, preservice teachers instructed undergraduate students in an introductory mathematics course; teacher educators coached in real time during these teaching episodes. Forty-four preservice teachers participated in this study, resulting in a data corpus of 44 videos of their teaching. Findings indicate that direct coaching was used more than indirect coaching, and pacing was the most prevalent focus of direct coaching.