Using classroom videos to stimulate professional conversations among pre-service teachers: windows into a mathematics classroom

Journal article


Watters, James J., Diezmann, Carmel and Dao, Loan. (2017). Using classroom videos to stimulate professional conversations among pre-service teachers: windows into a mathematics classroom. Asia-Pacific Journal of Teacher Education. 46(3), pp. 239 - 255. https://doi.org/10.1080/1359866X.2017.1401585
AuthorsWatters, James J., Diezmann, Carmel and Dao, Loan
Abstract

This paper reports on the novel use of classroom videos by 71 preservice teachers enrolled in a one-year graduate diploma pre-service teacher education program across three Australian universities. The classroom videos were of an experienced teacher delivering a Year-6 mathematics lesson. Students observed, discussed and debated practices that were evident. Data were collected via observation protocols and through recorded focussed discussions. Pre-service teachers, even at the early phase of their course, were able to articulate theoretical explanations for events occurring in the lesson. All students, irrespective of the progression in the course, lamented the absence of prior opportunities to engage in analysis and discussion of classroom lessons. The study reinforces the value of dialectical interactions focussed on authentic teaching scenarios.

KeywordsPre-service teacher education; multimedia; mathematics teaching; pedagogical strategies; dialectical interactions
Year2017
JournalAsia-Pacific Journal of Teacher Education
Journal citation46 (3), pp. 239 - 255
PublisherTaylor & Francis
ISSN1469-2945
Digital Object Identifier (DOI)https://doi.org/10.1080/1359866X.2017.1401585
Scopus EID2-s2.0-85033694820
Page range239 - 255
Publisher's version
File Access Level
Controlled
Place of publicationAustralia
EditorsP. Singh, L. Rowan and J. Allen
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https://acuresearchbank.acu.edu.au/item/8v49w/using-classroom-videos-to-stimulate-professional-conversations-among-pre-service-teachers-windows-into-a-mathematics-classroom

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