Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experience
Orly Buchbinder, University of New Hampshire, United States
Journal of Technology and Teacher Education Volume 26, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Explaining is one of the fundamental teaching practices. Yet, much is still unknown about the ways is which pre-service secondary teachers (PSTs) learn to create instructional explanations. Even less is known about how technology can support PSTs in this process. This paper describes an instructional module which used video to enhance PSTs’ knowledge of what a ‘good’ instructional explanation entails, and how to create one. In the module, implemented in a secondary methods course, PSTs first analyzed two video-based examples of instructional explanations from the web, and then created their own video explaining a concept or a proposition. PSTs analyzed all three videos, including their own, using the same rubric. In this paper, I describe the design and purposes of the module, discuss aspects of PSTs’ explanations and examine the role of technology in developing PSTs’ practice of creating instructional explanations.
Buchbinder, O. (2018). Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experience. Journal of Technology and Teacher Education, 26(1), 33-56. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education
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Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
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