Empowering mathematics teacher development: The necessity of content-specific supervision and feedback
Abstract
Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply pedagogical content knowledge, developmental supervision, and reflective theory to illustrate how supervisors can provide meaningful and actionable feedback to mathematics teachers.
Fields of Study & Subjects
Mathematics Education and Teaching Techniques
Teacher Education and Leadership Studies
Student Assessment and Feedback
Publication details
- Journal / source
- Theory Into Practice
- Volume
- 65
- Issue
- 1
- Pages
- 67–81
- Publication date
- 2 January 2026
- Language
- EN