Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum
Shari Stockero, Michigan Technological University, United States
Journal of Technology and Teacher Education Volume 16, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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.
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. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2008 Society for Information Technology & Teacher Education
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Michael M. Rook & Scott P. McDonald, The Pennsylvania State University, United States
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