Feedback: Expanding a Repertoire and Making Choices

  • Dave Hewitt
Part of the Mathematics Teacher Education book series (MTEN, volume 5)


The issue of responding to pupils in-the-moment is one of many complex issues which teachers face in the classroom. I followed a set of student teachers who were given particular activities designed to widen their repertoire of possible ways to respond to pupils’ contributions in the classroom. These activities were a mix of particular lessons to teach along with sessions given at university. There was a significant shift in awareness of different ways of responding which involved less explaining and more use of a variety of techniques such as waiting to allow other pupils to give their thoughts, using body language, asking questions, listening and allowing time for pupils to work things out for themselves. Quite sophisticated techniques were demonstrated by two of these students whose lessons were video recorded and a sense of personal clarity was shown which guided the way in which they responded to pupils in their classrooms. This clarity brought with it a sense of continued development of their teaching skills through a combination of learning from their pupils and their own developing set of beliefs.


Student Teacher Pedagogic Content Knowledge Equal Length Experienced Teacher Obtuse Angle 
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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.University of BirminghamBirminghamUK

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