Document Type
Article
Publication Date
12-13-2013
Abstract
Although emerging consensus exists that practice-based approaches to teacher preparation assist in closing the distance between university coursework and fieldwork experiences and in assuring that future teachers learn to implement innovative research-based instructional strategies, little empirical research has investigated teacher learning from this approach. This study examines the impact of a video- and practice-based course on prospective teachers’ mathematics classroom practices and analysis of their own teaching. Two groups of elementary prospective teachers participated in the study—one attended the course and one did not. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it further during instruction and in conducting evidence-based analyses of their own teaching. Conclusions discuss the importance of teaching these skills systematically during teacher preparation.
Recommended Citation
Santagata, R. & Yeh, C. (2013). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video- and practice-based pre-service course. Journal of Mathematics Teacher Education, 17, 491-514. doi: 10.1007/s10857-013-9263-2
Peer Reviewed
1
Copyright
Springer
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Journal of Mathematics Teacher Education, volume 17, in 2013 following peer review. The final publication is available at Springer via http://dx.doi.org/10.1007/s10857-013-9263-2.