An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice

We designed a video-based course to develop preservice teachers’ vision of ambitious instruction by decomposing instruction to learn to attend to student thinking and to examine how particular teaching moves influence student learning. In this study, we examine the influence that learning to systema...

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Bibliographic Details
Published inJournal of teacher education Vol. 66; no. 3; pp. 201 - 214
Main Authors Sun, Jennifer, van Es, Elizabeth A.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.05.2015
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects
California
Critical Thinking
Educational Practices
Educational research
Learner Controlled Instruction
Learning strategies
Mathematics education
Mathematics Instruction
Methods
Pedagogy
Preservice Teacher Education
Preservice Teachers
Secondary Education
Secondary School Mathematics
Secondary School Students
Secondary school teachers
Student Attitudes
Student teachers
Teacher centers
Teacher centres
Teacher Competencies
Teacher education
Teachers
Thinking Skills
Training
Video Technology
California
United States
mathematics teacher education
secondary teacher education
video analysis
pre-service teacher education
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Summary:We designed a video-based course to develop preservice teachers’ vision of ambitious instruction by decomposing instruction to learn to attend to student thinking and to examine how particular teaching moves influence student learning. In this study, we examine the influence that learning to systematically analyze ambitious pedagogy in the course has on preservice teachers’ classroom practice. Analysis of preservice teachers’ videos from the Performance Assessment for California Teachers Teaching Event reveals that they engaged in more student-centered practices compared with a cohort of candidates who did not participate in the course—creating opportunities to see student thinking, noticing student thinking during instruction, and pursuing student ideas to learn more about their thinking. We also found that their probing of student thinking focused primarily on correct answers and procedural fluency. These findings have implications for defining a pedagogy of teacher preparation to develop beginning teacher competency.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487115574103