Characterizing Mathematics Teaching Research Specialists’ Mentoring in the Context of Chinese Lesson Study

Abstract

This study examined how mathematics teaching research specialists mentored practicing teachers during post-lesson debriefs of a lesson study in China. Based on a systematic, fine-grained analysis of 107 h of videotaped mentoring meetings of 20 groups of teachers and teaching research specialists from different elementary schools, this study revealed that the Chinese teaching research specialists paid a great deal of attention to practical knowledge which consists of setting student learning goals, designing instructional tasks, formative assessment of student learning, and improving instructional behaviors. Less attention was paid to mathematics content knowledge and pedagogical knowledge in general. Meanwhile, the teaching research specialists tended to comment on lessons in general and addressed anticipated problems based on their previous experience, with less attention to addressing issues raised by the teachers or engaging in dynamic dialogue with them. On the basis of the data analysis, a framework for analyzing mentoring activities emerged. The strengths and weaknesses of the teaching research specialists' mentoring strategies are identified through the framework, and suggestions for the improvement of teaching research specialists' mentoring strategies are discussed.