Learning to Observe: Using Video to Improve Preservice Mathematics Teachers' Ability to Notice

Autor/inn/en	Star, Jon R.; Strickland, Sharon K.
Titel	Learning to Observe: Using Video to Improve Preservice Mathematics Teachers' Ability to Notice
Quelle	In: Journal of Mathematics Teacher Education, 11 (2008) 2, S.107-125 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-007-9063-7
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Methods Courses; Observation; Mathematics Teachers; Classroom Environment; Teaching Methods; Videotape Recordings; Reflective Teaching; Pretests Posttests; Teacher Student Relationship; Mathematics Instruction + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Beobachtung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht
Abstract	Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact of video viewing as a means to improve teachers' ability to be observers of classroom practice. We utilized a pre- and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment indicates that the course led to significant increases in preservice teachers' observation skills, particularly in teachers' ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10