Student Teachers Supporting Pupil Learning: Developing understanding, developing confidence

Abstract

This paper reports on research aiming to develop understanding of a project involving pupils working individually with student teachers on a regular basis. Data was collected from focus group discussions with student teachers and pupils. The context is that of a cohort of student mathematics teachers undertaking a subject knowledge course prior to initial teacher education. However, the findings are relevant across teacher education because they have implications for supporting pupil mentoring in schools as well as for the development of student teachers’ professional learning.

The research findings indicate that the subject mentoring project developed confidence in subject for both student teachers and pupils. In developing pupils’ subject knowledge student teachers developed an understanding of the need to explore the subject from multiple perspectives. Pupils developed confidence in attempting subject matter outside the mentoring sessions. Participants also suggested that the evaluation of the impact of the project should not be considered in isolation as the project was run in the context of a range of related school interventions and the focus on subject improvement from a range of perspectives was a key feature.

Key Words: Teacher education; multiple perspectives; mathematics; confidence, mentoring, student, pupil, trainee, interventions, school improvement.