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首页> 外文期刊>Journal of Mathematics Teacher Education >Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers
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Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers

机译：使用基于视频的课程在准数学老师中建立反思性立场

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Although video cases are increasingly being used in teacher education as a means of situating learning and developing habits of reflection, there has been little evidence of the outcomes of such use. This study investigates the effects of using a coherent video-case curriculum in a university mathematics methods course by addressing two issues: (1) how the use of a video-case curriculum affects the reflective stance of prospective teachers (PTs); and (2) the extent to which a reflective stance developed while reflecting on other teachers’ practice transfers for reflecting on one’s own practice. Data sources include videotapes of course sessions and PTs’ written work from a middle school mathematics methods course that used a video-case curriculum as a major instructional tool. Both qualitative and quantitative analytical methods were used, including comparative and chi-square contingency table analyses. The PTs in this study showed changes in their level of reflection, their tendency to ground their analyses in evidence, and their focus on student thinking. In particular, they began to analyze teaching in terms of how it affects student thinking, to consider multiple interpretations of student thinking, and to develop a more tentative stance of inquiry. More significantly, the reflective stance developed via the video curriculum transferred to the PTs’ self-reflection in a course field experience. The results of this study speak to the power of using a video-case curriculum as a means of developing a reflective stance in prospective mathematics teachers.
机译：尽管视频案例在教师教育中越来越多地被用作定位学习和养成反思习惯的一种手段，但几乎没有证据表明这种案例的结果。本研究通过解决两个问题来研究在大学数学方法课程中使用连贯的视频案例课程的效果：（1）视频案例课程的使用如何影响准教师的反思态度； （2）在反思其他老师的实践时反省态度在多大程度上转变为对自己的实践进行反思。数据源包括课程录像带和PT的书面数据，这些内容来自中学数学方法课程，该课程使用视频案例课程作为主要的教学工具。定性和定量分析方法都被使用，包括比较和卡方列联表分析。本研究中的PT显示出他们的反思水平，他们将其分析作为证据的趋势以及他们对学生思维的关注的变化。特别是，他们开始根据对学生思维的影响方式来分析教学，考虑对学生思维的多种解释，并提出一种更具试探性的探究态度。更重要的是，通过视频课程形成的反思立场转变为在课程现场体验中PT的自我反思。这项研究的结果证明了使用视频案例课程作为在预期的数学教师中发展反思态度的一种手段。

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