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Full-Text Articles in Education
Preparing Elementary School Teachers To Learn From Teaching: A Comparison Of Two Approaches To Mathematics Methods Instruction, Rossella Santagata, Cathery Yeh, Janet Mercado
Preparing Elementary School Teachers To Learn From Teaching: A Comparison Of Two Approaches To Mathematics Methods Instruction, Rossella Santagata, Cathery Yeh, Janet Mercado
Education Faculty Articles and Research
Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory-practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two pre-service teachers, enrolled in a one-year post-bachelor elementary …
Learning To Notice Mathematics Instruction: Using Video To Develop Preservice Teachers' Vision Of Ambitious Pedagogy, Elizabeth Van Es, Ana Auger, Tara Barnhart, Mary Cashen
Learning To Notice Mathematics Instruction: Using Video To Develop Preservice Teachers' Vision Of Ambitious Pedagogy, Elizabeth Van Es, Ana Auger, Tara Barnhart, Mary Cashen
Education Faculty Articles and Research
Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation and analysis. We investigate the development of candidates' noticing of ambitious mathematics pedagogy in the context of a video-based course designed to cultivate ways of seeing and interpreting classroom interactions. Qualitative analysis of candidates' observations of teaching at the beginning and end of the course generated a framework of practices and associated approaches for noticing instructional interactions. The 3 practices include attending to features of instruction, elaborating on observations, and integrating observations to reason about instruction. Findings reveal …
The Role Of Perception, Interpretation, And Decision Making In The Development Of Beginning Teachers’ Competence, Rossella Santagata, Cathery Yeh
The Role Of Perception, Interpretation, And Decision Making In The Development Of Beginning Teachers’ Competence, Rossella Santagata, Cathery Yeh
Education Faculty Articles and Research
This study investigates beginning US elementary teachers’ competence for teaching mathematics and its development during teacher preparation and into the first 2 years of full-time teaching. Data are drawn from three longitudinal case studies and include the classroom video analysis survey, classroom observations and interviews about teachers’ instructional decisions, and whole-day shadowing. A multi-case study design was used to examine the processes of perception, interpretation, and decision making in participants’ comments on video clips of teaching episodes and in reflections about their own teaching. Findings support the central role of these processes in teacher competence and the generative power of …
Learning To Teach Mathematics And To Analyze Teaching Effectiveness: Evidence From A Video- And Practice-Based Pre-Service Course, Rossella Santagata, Cathery Yeh
Learning To Teach Mathematics And To Analyze Teaching Effectiveness: Evidence From A Video- And Practice-Based Pre-Service Course, Rossella Santagata, Cathery Yeh
Education Faculty Articles and Research
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 …