Knowing for Using: Tracking Mathematics Preservice Teachers’ Knowledge of Dialogic Teaching in a Semester-Long PD Program

Abstract

<p>Dialogic teaching pedagogy is widely acknowledged for its effectiveness in orchestrating meaningful discussions in mathematics classrooms. However, mathematics preservice teachers (MPSTs) often lack the knowledge to structure mathematical discussions, resulting in teacher-dominated classrooms. This study seeks to monitor the process of acquiring knowledge in dialogic teaching through three knowledge tests conducted during a semesterlong professional development (PD) program for MPSTs. The study involved a group of 39 Chinese MPSTs. The findings revealed a positive trend in the acquisition of dialogic teaching knowledge among participants. Those MPSTs who received targeted training and guidance in dialogic teaching demonstrated significant improvement in the knowledge tests compared to their peers. This study represents an initial attempt to examine the changes in teacher knowledge related to dialogic teaching within PD initiatives. It underscores the importance of incorporating knowledge assessments to enhance the development of initial teacher education programs.<br></p>