Learning to Unpack Standards-Based Mathematics Teaching through Video-Based Group Conversations
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Research that focuses on understanding pre-service teachers' learning processes as they engage in video-based activities is still limited. This study investigates pre-service teachers' group conversations around videos of mathematics teaching. Conversations of two groups attending a ten-week video-based course introducing standards-based instruction were videotaped, transcribed, and analyzed. Pre-service teachers' discussions included elements of an analysis framework used to guide their viewing: mathematics content, analysis of teaching and of student thinking and learning, and suggestions for instructional improvement. Analyses became more elaborate over the duration of the course. In addition, pre-service teachers discussed standards-based mathematics teaching by increasingly valorizing its characteristics. Findings highlighted important dimensions for working with video in teacher collaborative settings: the purpose, viewing lens, group dynamics, and facilitator role.
Curriculum and Instruction | Educational Methods | Science and Mathematics Education
Santagata, R., Jovel, J., & Yeh, C. (2017). Learning to unpack standards-based mathematics teaching through video-based group conversations. In P. Rossi, & L. Fedeli (Eds.), Integrating video into pre-service and in-service teacher training (pp. 115-127). Hershey, PA: Information Science Reference. doi:10.4018/978-1-5225-0711-6.ch006