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(2020). Real-time coaching with secondary preservice teachers: The practices of mathematics teacher educators., Mexico (pp. 1567-1571). Cinvestav / AMIUTEM / PME-NA. https: /doi.org/10.51272 / pmena.42.2020-246.

Arbaugh, F. ( January 2020 , Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
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We examined the coaching practices of three mathematics teacher educators as they engaged in real-time coaching with secondary mathematics preservice teachers. Situated in a novel early field experience and under close supervision, preservice teachers instructed undergraduate students in an introductory mathematics course; teacher educators coached in real time during these teaching episodes. Forty-four preservice teachers participated in this study, resulting in a data corpus of 44 videos of their teaching. Findings indicate that direct coaching was used more than indirect coaching, and pacing was the most prevalent focus of direct coaching.
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The UTE model: Developing pre-service teachers’ visions of high-quality mathematics instruction.

Bieda, K. ; Arbaugh, F. ; Cirillo, M. ( January 2019 , Proceedings of the 41st annual conference for the North American chapter of the International Group for the Psychology of Mathematics Education conference)

The University Teaching Experience (UTE) model is a field experience where secondary mathematics PSTs teach in a first-year undergraduate mathematics course coinciding with their first methods course (Bieda et al., Accepted). Teacher educators mentor PSTs in planning and teaching in the UTE, supporting PSTs to enact ambitious teaching practices early in teacher preparation. We report results of our assessment of PSTs’ vision for high-quality mathematics instruction (VHQMI) at the outset of the UTE, which inform mentoring of PSTs during the UTE.
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