Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum

Stockero, Shari

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Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum

Stockero, S. (2008). Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum. Journal of Technology and Teacher Education, 16(4), 483-509. Chesapeake, VA: SITE.
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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 16, Issue 4, October 2008
Society for Information Technology & Teacher Education Chesapeake, VA

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Author

Shari Stockero, Michigan Technological University, United States

Abstract

A related study found a number of changes in the reflective stance of preservice teachers using a video case curriculum in a mathematics methods course. These included a higher level of reflection, an increased use of evidence, a shift from affective to pedagogical concerns, and increased attention to student thinking (Stockero, 2006). The quasi-experimental study reported on here investigates to what extent these changes in reflective abilities can be attributed to the video case curriculum by comparing the reflective skills of this group of preservice teachers to a group of their peers who were enrolled in the course before such a curriculum was introduced as an instructional tool. In many cases, the two groups' reflective abilities were similar; however, even in these cases, there were subtle, yet important, differences. In addition, the group who used the video curriculum showed significant gains over the comparison group in terms of their use of evidence and their focus on student thinking. Implications of these findings and recommendations for using video cases as an instructional tool in preservice teacher education are discussed.

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References

Ball, D. L., & Cohen, D. K. (1999). Developing practices, developing practitioners. In L. Darling-hammond & G. Sykes (eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14(1), 81-93.
Barnett, C., & Ramirez, A. (1996). Fostering critical analysis and reflection through mathematics case discussions. In J. Colbert, P. Desberg, & K. Trimble (eds.), The case for education: Contemporary approaches for using case methods. Boston: allyn and Bacon.
Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (eds.), Handbook of educational psychology (pp. 673-708). New York: Simon and Schuster Macmillan.
Brophy, J. (2004). Introduction. In J. Brophy (ed.), Using video in teacher education (Vol. 10, pp. Ix-xxiv). Amsterdam: elsevier.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: rand McNally & Company.
Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: a practical guide. The Journal of the Learning Sciences, 6(3), 271-315.
Copeland, W. D., & Decker, D. L. (1996). Video cases and the development of meaning making in preservice teachers. Teaching and Teacher Education, 12(5), 467-481.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum
Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. B. Murray (ed.), The teacher educator’s handbook (pp. 63-89). San Francisco: Jossey-Bass.
Fleener, M. J., Dupree, G. N., & Craven, L. D. (1997). Exploring and changing visions of mathematics teaching and learning: What do students think? Mathematics Teaching in the Middle School, 3(1), 40-43.
Friel, S. N., & Carboni, L. W. (2000). Using video-based pedagogy in an elementary mathematics methods course. School Science and Mathematics, 100(3), 118-127.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: aldine.
Lampert, M., & Ball, D. L. (1999). Aligning teacher education with contemporary k-12 reform visions. In L. Darling-hammond & G. Sykes (eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33-50). San Francisco: Jossey-Bass.
Lee, H.-J. (2005). Understanding and assessing preservice teachers reflective thinking. Teaching and Teacher Education, 21, 699-715.
Manouchehri, A. (2002). Developing teaching knowledge through peer discourse. Teaching and Teacher Education, 18, 715-737.
National Board for Professional teaching Standards. (2005). What teachers should know and be able to do. Retrieved July 19, 2005, from http://www.nbpts .org/UserFiles/File/what_teachers.pdf
National council of teachers of Mathematics. (1991). Professional standards for school mathematics. Reston, Va: author.
National council of teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, Va: author.
Putnam, R. T., & Borko, H. (1997). Teacher learning: implications of new visions of cognition. In B. J. Biddle, T. L. Good, & I. F. Goodson (eds.), International handbook of teachers and teaching (pp. 1223-1296). Dordrecht, the Netherlands: kluwer academic.
Richardson, V. (1999). Learning from videocases. In M. A. Lundeberg, B. B. Levin, & H. L. Harrington (eds.), Who learns what from cases and how? The research base for teaching and learning with cases (pp. 121-138). Mahwah, NJ: Lawrence erlbaum.
Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (ed.), Using video in teacher education (pp. 259286). Oxford, Uk: elsevier.
Seago, N., Mumme, J., & Branca, N. (2004). Learning and teaching linear functions: Video cases for mathematics professional development, (pp. 6-10). Portsmouth, Nh: heinemann.
Sherin, M. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38.
Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (ed.), Using video in teacher education (pp. 1-28). Oxford, Uk: elsevier.
Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
Stockero, S. L. (2006). The effect of using a video-case curriculum to promote preservice teachers’ development of a reflective stance towards mathematics teaching. Unpublished doctoral dissertation, Western Michigan University, kalamazoo, Mi. Dissertation Abstracts International, 67 (09a), 3339-3520.
Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11(1), 105-138.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Ball, D. L., & Cohen, D. K. (1999). Developing practices, developing practitioners. In L. Darling-hammond & G. Sykes (eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.

[2] Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14(1), 81-93.

[3] Barnett, C., & Ramirez, A. (1996). Fostering critical analysis and reflection through mathematics case discussions. In J. Colbert, P. Desberg, & K. Trimble (eds.), The case for education: Contemporary approaches for using case methods. Boston: allyn and Bacon.

[4] Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (eds.), Handbook of educational psychology (pp. 673-708). New York: Simon and Schuster Macmillan.

[5] Brophy, J. (2004). Introduction. In J. Brophy (ed.), Using video in teacher education (Vol. 10, pp. Ix-xxiv). Amsterdam: elsevier.

[6] Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: rand McNally & Company.

[7] Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: a practical guide. The Journal of the Learning Sciences, 6(3), 271-315.

[8] Copeland, W. D., & Decker, D. L. (1996). Video cases and the development of meaning making in preservice teachers. Teaching and Teacher Education, 12(5), 467-481.

[9] Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum

[10] Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. B. Murray (ed.), The teacher educator’s handbook (pp. 63-89). San Francisco: Jossey-Bass.

[11] Fleener, M. J., Dupree, G. N., & Craven, L. D. (1997). Exploring and changing visions of mathematics teaching and learning: What do students think? Mathematics Teaching in the Middle School, 3(1), 40-43.

[12] Friel, S. N., & Carboni, L. W. (2000). Using video-based pedagogy in an elementary mathematics methods course. School Science and Mathematics, 100(3), 118-127.

[13] Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: aldine.

[14] Lampert, M., & Ball, D. L. (1999). Aligning teacher education with contemporary k-12 reform visions. In L. Darling-hammond & G. Sykes (eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33-50). San Francisco: Jossey-Bass.

[15] Lee, H.-J. (2005). Understanding and assessing preservice teachers reflective thinking. Teaching and Teacher Education, 21, 699-715.

[16] Manouchehri, A. (2002). Developing teaching knowledge through peer discourse. Teaching and Teacher Education, 18, 715-737.

[17] National Board for Professional teaching Standards. (2005). What teachers should know and be able to do. Retrieved July 19, 2005, from http://www.nbpts .org/UserFiles/File/what_teachers.pdf

[18] National council of teachers of Mathematics. (1991). Professional standards for school mathematics. Reston, Va: author.

[19] National council of teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, Va: author.

[20] Putnam, R. T., & Borko, H. (1997). Teacher learning: implications of new visions of cognition. In B. J. Biddle, T. L. Good, & I. F. Goodson (eds.), International handbook of teachers and teaching (pp. 1223-1296). Dordrecht, the Netherlands: kluwer academic.

[21] Richardson, V. (1999). Learning from videocases. In M. A. Lundeberg, B. B. Levin, & H. L. Harrington (eds.), Who learns what from cases and how? The research base for teaching and learning with cases (pp. 121-138). Mahwah, NJ: Lawrence erlbaum.

[22] Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In J. Brophy (ed.), Using video in teacher education (pp. 259286). Oxford, Uk: elsevier.

[23] Seago, N., Mumme, J., & Branca, N. (2004). Learning and teaching linear functions: Video cases for mathematics professional development, (pp. 6-10). Portsmouth, Nh: heinemann.

[24] Sherin, M. G. (2000). Viewing teaching on videotape. Educational Leadership, 57(8), 36-38.

[25] Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (ed.), Using video in teacher education (pp. 1-28). Oxford, Uk: elsevier.

[26] Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.

[27] Stockero, S. L. (2006). The effect of using a video-case curriculum to promote preservice teachers’ development of a reflective stance towards mathematics teaching. Unpublished doctoral dissertation, Western Michigan University, kalamazoo, Mi. Dissertation Abstracts International, 67 (09a), 3339-3520.

[28] Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11(1), 105-138.

Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum

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