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Video Simulations to Develop Preservice Mathematics Teachers' Discourse Practices
ARTICLE

Technology, Pedagogy and Education Volume 27, Number 1, ISSN 1475-939X

Abstract

The incorporation of video technology in teacher education programmes is increasingly prevalent, with teacher educators commonly using three traditional forms of videos: published video, preservice teachers' own videos and colleagues' videos. This study explored a fourth type of video, self-created scripted video simulations in which preservice teachers designed, acted in and filmed mathematics classroom scenarios. The intent was to understand how preservice teachers perceived the process and how they worked through the video simulation process. Preservice teachers considered the technology use beneficial and valued learning from the experience, thus showing promise for incorporating video simulations in teacher education programmes.

Citation

Amador, J.M. (2018). Video Simulations to Develop Preservice Mathematics Teachers' Discourse Practices. Technology, Pedagogy and Education, 27(1), 1-14. Retrieved July 19, 2019 from .

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