Using Online Collaboration to Improve Prospective Teachers' Analysis of Teaching

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  • 1 Towson University
  • 2 Central Michigan University

For prospective teachers (PTs) to engage in lifelong systematic learning, they must be prepared to analyze teaching on the basis of its effects on student learning. We present the results of an intervention study aimed at developing PTs' ability to analyze a classroom video sample. The intervention used an online discussion board activity structured along three research-based dimensions, which allowed PTs to build their analysis skills outside of class time. Evidence for the effectiveness of this intervention includes findings that PTs engaged deeply with their peers' ideas, with many changing their mind about the lesson's success, and that PTs' final reflections showed increased attention to the mathematics of the learning goal. However, after the intervention, many PTs continued to take nonmathematical evidence as indicators of student learning. Implications illuminate key design features of interventions as well as the affordances and challenges of using online interactions for improving PTs' lesson analysis skills.

Contributor Notes

Sandy Spitzer, Department of Mathematics, Towson University, Towson, MD 21252; sspitzer@towson.edu

Christine Phelps-Gregory, Department of Mathematics, Central Michigan University, Pearce Hall 214, Mount Pleasant, MI 48859; phelp1cm@cmich.edu

(Corresponding author is Spitzer sspitzer@towson.edu)(Corresponding author is Phelps-Gregory phelp1cm@cmich.edu)
Mathematics Teacher Educator

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