Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Victoria Shure, Bettina Roesken-Winter
Universität Münster
⬇ Download PDFMathematics teacher professional development (TPD) has received increasing attention in recent years, with a focus on supporting teacher learning through discussion. Through a situated examination with a fictional TPD situation, this study explores how facilitators (N = 116) envision supporting teacher learning through their discussion moderation strategies. Findings highlight that the facilitators overwhelmingly favoured probing teachers’ thinking and eliciting teachers’ thinking as most supportive and viewed making their own contributions and, to a lesser extent, orienting the teachers to the thinking of others as less favourable. The study provides insights into facilitators’ discussion-leading with implications for the preparation of facilitators for future leading of discussions in TPD.
Professional developmentfacilitatorsmoderation strategiesteacher learning