Digital Video for Teacher Education

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

“…This requires shifting roles for teachers and students, with students explaining and questioning one another and taking on increased responsibility for one another's learning (Hufferd-Ackles, Fuson, & Sherin, 2014;Stein, Engle, Smith, & Hughes, 2008). In addition, teachers create classroom norms that promote presentation, argumentation, and justification of mathematical ideas (Carpenter & Lehrer, 1999;NCTM, 2014), while also honoring the unique and valuable contributions that students bring to the learning setting (Boaler & Staples, 2008). It is this vision of teaching, promoted by national reform documents and the mathematics education research community (Franke et al, 2009;Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2010;NCTM, 2014;NRC, 2001), as well as reflected in assessment systems for improving teaching (Darling-Hammond, 2006) that we ascribe and use as the foundation for a vision of ambitious pedagogy to which we seek to apprentice future teachers.…”

“…For example, some research finds that using video in teacher education can help attune teacher candidates to the complexities of children's thinking, children's competencies to learn mathematics, and children's multiple mathematical knowledge bases (Dyer & Sherin, 2015;Star & Strickland, 2008;Stockero et al, 2015;Turner et al, 2012). Attuning teacher candidates to student thinking and participation in discourse-rich classrooms with video can aid candidates not only in attending to student thinking during instruction (Santagata & Yeh, 2013;Sun & van Es, 2015), but also support them in planning instruction focused on eliciting and responding to student ideas (Calandra & Rich, 2015).…”

“…By using the term ambitious mathematics instruction, we refer to a broad line of inquiry that focuses on creating and sustaining learning environments where student work is the center of activity, with the goal of students developing procedural fluency, deep and enduring mathematics understanding, and positive dispositions and identities as mathematics learners (Carpenter & Lehrer, 1999;NCTM, 2000NCTM, , 2014NRC, 2001). In this vision, the work of teaching entails providing students opportunities to grapple with complex tasks, generate solutions, and communicate their reasoning in small-group and whole-class contexts (Hiebert & Grouws, 2007;NCTM, 2014).…”

“…Video has proven to be a powerful tool for helping preservice teachers learn to notice instructional practice and for promoting more systematic reflection of teaching (Blomberg et al, 2013;Calandra & Rich, 2015;Gaudin & Chaliès, 2015;McFadden, Ellis, Anwar, & Roehrig, 2014;Stockero, Rupnow, & Pascoe, 2015;Santagata & Yeh, 2013). It is well documented that when teacher candidates enter teacher education, their noticing of instruction is underdeveloped and that they can improve their observation of teaching in the context of a course (Jacobs et al, 2010;Roller, 2016;Schäfer & Siedel, 2015;Star & Strickland, 2008;Stockero et al, 2015).…”

Striving for Change: Video-Based Teacher Education Programmes and Related Research (Editorial)

“…(e.g. Brophy, 2004;Calandra & Rich, 2014;Janik & Seidel, 2009). This special issue of Orbis scholae aims to continue this trend.…”