Empowering mathematics teacher development: The necessity of content-specific supervision and feedback.
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| Title: | Empowering mathematics teacher development: The necessity of content-specific supervision and feedback. |
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| Authors: | Ocran, Patrick (AUTHOR), Lavigne, Alyson L. (AUTHOR) |
| Source: | Theory Into Practice. Winter2026, Vol. 65 Issue 1, p67-81. 15p. |
| Subjects: | Pedagogical content knowledge, Supervision, Mathematics education, Mathematics teachers, Psychological feedback, Reflective teaching |
| Abstract: | Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply pedagogical content knowledge, developmental supervision, and reflective theory to illustrate how supervisors can provide meaningful and actionable feedback to mathematics teachers. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply pedagogical content knowledge, developmental supervision, and reflective theory to illustrate how supervisors can provide meaningful and actionable feedback to mathematics teachers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00405841 |
| DOI: | 10.1080/00405841.2025.2607949 |
