TY - JOUR
T1 - Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes
AU - Beilstein, Shereen Oca
AU - Perry, Michelle
AU - Bates, Meg Schleppenbach
N1 - Funding Information:
This work was supported in part by the University of Illinois Urbana-Champaign Campus Research Board, Grant No. RB15002 and the National Science Foundation, Grant No. 1621253. We owe gratitude to the pre-service teachers who took time to view the videos and provide comments about what they saw, which constituted the data source for this research, as well as all those who worked on the VLC's development at UChicago STEM Education. We also thank Carolyn Anderson, R. Wes Crues, and Shuai Wang for sharing their methodological expertise; Juan Gerardo, Martha Makowski, Adam Poetzel, Stephanie Saclarides, and Valerie Willetts for their assistance in data collection; and Neet Priya Bajwa, Paul Beilstein, Jeanne Brunner, Gloriana González, Genevieve Henricks, Sarah Lubienski, Martha Makowski, Joseph Robinson-Cimpian, and Shuai Wang for thoughtful feedback provided at various points throughout the research process.
Publisher Copyright:
© 2017 Elsevier Ltd
PY - 2017/4/1
Y1 - 2017/4/1
N2 - Learning from video is a theoretically grounded and popular professional development activity. In online professional development communities, however, responses to video are often shallow and lack meaningful commentary about issues that surround teaching and learning mathematics. By altering the framing conditions that accompany video clips posted to the Everyday Mathematics Virtual Learning Community, this study examined whether more deeply analytical comments could be elicited from pre-service teachers. Findings highlight the malleability of pre-service teachers’ commentary, as their levels of analysis varied in relation to manipulations of perceived audience (expert or peer) and focus requested (on students, the teacher, or unspecified).
AB - Learning from video is a theoretically grounded and popular professional development activity. In online professional development communities, however, responses to video are often shallow and lack meaningful commentary about issues that surround teaching and learning mathematics. By altering the framing conditions that accompany video clips posted to the Everyday Mathematics Virtual Learning Community, this study examined whether more deeply analytical comments could be elicited from pre-service teachers. Findings highlight the malleability of pre-service teachers’ commentary, as their levels of analysis varied in relation to manipulations of perceived audience (expert or peer) and focus requested (on students, the teacher, or unspecified).
KW - Elementary mathematics
KW - Professional development
KW - Video
UR - http://www.scopus.com/inward/record.url?scp=85009874571&partnerID=8YFLogxK
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U2 - 10.1016/j.tate.2017.01.005
DO - 10.1016/j.tate.2017.01.005
M3 - Article
AN - SCOPUS:85009874571
SN - 0742-051X
VL - 63
SP - 285
EP - 295
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -