A Traj ectory of a Teacher s Professional Growth: An Analysis of Revoicing in a Preservice Mathematics Teacher s Classroom Discourse

This research analysed classroom discourse of a preservice mathematics teacher, Dayoung, to investigate the functions of teacher s revoicing and the change in her use of revoicing to describe the features of its effective use in the context of teaching mathematics. The data for this research had been collected in the context of teaching practicum program which was designed to provide preservice teachers with an environment for learning-to-teach through reflective practice. The analysis identified diverse functions of teacher s revoicing including highlighting emerging mathematical positions, making a connection among students mathematical ideas, initiating and sustaining a student s mathematical argumentation. The comparative analysis showed that Dayoung s use of revoicing has changed over the practicum. Specifically, in the first semester of the practicum, Dayoung s use of revoicing was isolated from the students argumentation. On the contrary, in the last semester of her practicum, her use of revoicing was well integrated into the on-going mathematical arguments in class to guide the students to construct collaboratively mathematics. This research suggests that analysis of a teacher s classroom discourse provides useful information for understanding teacher s professional development. Also, further research is needed to investigate how to organize teaching practicum to support the development of teacher s competence of teaching mathematics in class.