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 March 24, 2023 from https://www.learntechlib.org/p/192016/.

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Keywords

• case studies
• Classroom Communication
• Discourse Analysis
• Discussion (Teaching Technique)
• Educational Practices
• Mathematics Teachers
• Methods Courses
• preservice teacher education
• preservice teachers
• Scripts
• simulation
• Skill Development
• teacher collaboration
• Teacher Developed Materials
• teaching methods
• Teaching Skills
• Technology Uses in Education
• Video Technology