Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to support prospective teachers (PSTs) in learning to notice equitable instructional practices. PSTs from 4 sites (N = 73) engaged in the activity 4 to 5 times during the semester, using a set of 4 “lenses” to analyze teaching and learning as shown in videos. In an earlier analysis of this activity, we found that PSTs increased their depth and expanded their foci in noticing equitable instructional practices (Roth McDuf_ e et al., 2013). In this analysis, we shift the focus to our work as MTEs: We examine our decisions and moves in facilitating the video analysis activity with a focus on equity, and we discuss implications for other MTEs.
Amy Roth McDuffie, Washington State University Tri-Cities, 2710 Crimson Drive, Richland, WA 99352; firstname.lastname@example.org
Mary Q. Foote, Queens College, CUNY, EECE, PH054W, 65-30 Kissena Blvd., Flushing, NY 11367; email@example.com
Corey Drake, Michigan State University, Department of Teacher Education, 118A Erickson Hall, 620 Farm Lane, East Lansing, MI 48824; firstname.lastname@example.org