Supervisor–student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching

In the context of current mathematics and science education reform, teachers are challenged to develop a vision of ambitious instruction (NRC, 2001 and Windschitl et al., 2011). This exploratory study examined the discourse of student teacher supervision, focusing on how the conversational frames of supervisors and student teachers influenced the way that student teacher practice was discussed. Analysis of four transcripts of post-observation meetings revealed three conversational frame types that influenced the effectiveness of the interactions: Educative, Supportive, and Evaluative. Analysis of talk-in-interaction provided a lens to examine the ways that supervisor–student teacher interactions can create productive learning opportunities while also illuminating the challenges in doing this work. Findings also suggest that the interaction of frame type influenced the outcome of the conversation, indicating that supervisors and student teachers may be able to negotiate frame alignment, leading to an educative experience.

► Pre-service teachers are challenged to develop a vision of ambitious mathematics and science teaching.
► Supervisors can mentor students teachers in developing their visions of teaching.
► Discourse analysis is used to examine one mechanism through which mentoring occurs.
► Three conversational frame types were identified.
► Analysis of the frame types in relation to the visions of teaching are discussed.