Preparing pre-service teachers for reform-minded teaching through online video case discussions: change in noticing

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2010
Osmanoğlu, Aslıhan
The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question “To what extent the elementary prospective mathematics teachers’ noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?” With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics classrooms, and then discuss these cases in an online forum. The research was conducted during the 2008-2009 fall semester. Participants were asked to write reflection papers after watching a video each week. The online discussions took place in Metu Online-Net ClassR online forum, and each discussion was about a long week. The research study was qualitative in nature. Specifically, it was a case study research. Prospective teachers’ reflection papers on the videos, the online discussions, and interviews with the selected 15 focus participants at the beginning, in the middle and at the end of the study were the data sources. The data were analyzed through the qualitative data analysis techniques. The findings suggested that prospective teachers’ noticing skills with respect to the teacher and student roles in reform-minded teaching and learning were developed throughout the online video-case based discussions.
Citation Formats
A. Osmanoğlu, “ Preparing pre-service teachers for reform-minded teaching through online video case discussions: change in noticing ,” Ph.D. - Doctoral Program, Middle East Technical University, 2010.