HOW DO MENTORS DECIDE: INTERVENING IN PRACTICE TEACHERS' TEACHING OF MATHEMATICS OR NOT

In this paper, we mainly investigate, through the teaching Critical Incident of Practice (CIP), the ways mentors intervene in the mathematics teaching of practice teachers, and the principles and underlying values for their interventions, based on case studies of a group of 8 mentor-practice teachers and their students in secondary schools from the first-year data of a 3-year longitudinal study. The preliminary results show that the principles and ways of mentors' interventions were varied, and they developed ftameworks of decision-making in mentoring closely related to the specific modes of intervention that they chose. We expect that both mentors and practice teachers are learning-to-see in mentoring, and developing their professional powers through the co-learning cycle of teaching and mentoring.