Eliciting and attending to students’ thinking is an important component of teaching mathematics for understanding. Clinical interview protocols have shown the potential to support teachers in developing these skills. However, less is known about how to support teacher leaders’ knowledge and development of these skills. Given that teacher leaders provide opportunities to foster teachers’ knowledge of these ideas, more needs to be known about teacher leaders’ abilities and knowledge in this area, and how clinical interviews might support teacher leaders’ pedagogical knowledge. This study explored the nuances in understanding the ways in which teacher leaders elicited and attended to student thinking when conducting clinical interviews. Findings show that while the majority of teacher leaders who engaged in conducting clinical interviews asked probing questions and engaged in observational thinking, they also faced challenges in moving toward responsive listening, particularly when students struggled with providing justification for a task.

引发和关注学生的思维是数学理解教学的重要组成部分。临床访谈方案已显示出支持教师发展这些技能的潜力。然而，人们对如何支持教师领导者的知识和这些技能的发展知之甚少。鉴于教师领导者提供了培养教师了解这些想法的机会，因此需要更多地了解教师领导者在该领域的能力和知识，以及临床访谈如何支持教师领导者的教学知识。这项研究探讨了理解教师领导者在进行临床访谈时引发和关注学生思维的方式的细微差别。调查结果表明，虽然大多数参与临床访谈的教师领导提出了探究性问题并进行了观察性思维，但他们在转向响应性倾听方面也面临着挑战，特别是当学生难以为任务提供理由时。