International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
Preservice Teachers’ Learning from an Online, Video-based, Mathematics Professional Development Resource
APA
In-text citation: (Towers & Rapke, 2011)
Reference: Towers, J., & Rapke, T. (2011). Preservice Teachers’ Learning from an Online, Video-based, Mathematics Professional Development Resource. International Electronic Journal of Mathematics Education, 6(1), 5-26. https://doi.org/10.29333/iejme/258
AMA
In-text citation: (1), (2), (3), etc.
Reference: Towers J, Rapke T. Preservice Teachers’ Learning from an Online, Video-based, Mathematics Professional Development Resource. INT ELECT J MATH ED. 2011;6(1), 5-26. https://doi.org/10.29333/iejme/258
Chicago
In-text citation: (Towers and Rapke, 2011)
Reference: Towers, Jo, and Tina Rapke. "Preservice Teachers’ Learning from an Online, Video-based, Mathematics Professional Development Resource". International Electronic Journal of Mathematics Education 2011 6 no. 1 (2011): 5-26. https://doi.org/10.29333/iejme/258
Harvard
In-text citation: (Towers and Rapke, 2011)
Reference: Towers, J., and Rapke, T. (2011). Preservice Teachers’ Learning from an Online, Video-based, Mathematics Professional Development Resource. International Electronic Journal of Mathematics Education, 6(1), pp. 5-26. https://doi.org/10.29333/iejme/258
MLA
In-text citation: (Towers and Rapke, 2011)
Reference: Towers, Jo et al. "Preservice Teachers’ Learning from an Online, Video-based, Mathematics Professional Development Resource". International Electronic Journal of Mathematics Education, vol. 6, no. 1, 2011, pp. 5-26. https://doi.org/10.29333/iejme/258
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Towers J, Rapke T. Preservice Teachers’ Learning from an Online, Video-based, Mathematics Professional Development Resource. INT ELECT J MATH ED. 2011;6(1):5-26. https://doi.org/10.29333/iejme/258

Abstract

This article presents the findings of a study of preservice teachers‘ unstructured engagements with an online, video-based, professional development resource focused on mathematics teaching and learning. Volunteer preservice teachers were invited to engage with the online resource and their reflections on their experiences were recorded in individual and focus group interviews. The findings reveal how the preservice teachers engaged with the resource, and what they learned about the teaching and learning of mathematics from their interactions with the resource. Here we present elements of those findings that reveal the participants‘ learning.

References

  • Alberta Learning. (2004). Focus on inquiry: A teacher’s guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning, Learning and Teaching Resources Branch.
  • Ball, D. L. (1990). Breaking with experience in learning to teach mathematics: the role of a preservice methods course. For the Learning of Mathematics, 10(2), 10-16.
  • Ball, D. (1995). Developing mathematics reform: What don’t we know about teacher learning - but would make good working hypotheses? Craft Paper 95-4. Michigan State University, East Lansing, MI: National Center for Research on Teacher Learning.
  • Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 83-104). Westport, CT: Ablex Publishing.
  • Ball, D. L., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In E. Simmt, & B. Davis (Eds.), Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group/Groupe Canadien d’Étude en Didactique des Mathématiques (pp. 3-14). Edmonton, AB.
  • Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14. doi:10.2307/1177151
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as a learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
  • Ball, D. L., & Feiman-Nemser, S. (1988). Using textbooks and teachers‘ guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry, 18(4), 401-423. doi:10.2307/1179386
  • Bereiter, C. (2002). Education and mind in the knowledge age. Toronto: Lawrence Erlbaum.
  • Boling, E. C. (2007). Linking technology, learning, and stories: Implications from research on hypermedia video-cases. Teaching and Teacher Education, 23, 189-200. doi:10.1016/j.tate.2006.04.015
  • Borko, H., Jacobs, J., Eitejorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-426. doi:10.1016/j.tate.2006.11.012
  • Bredeson, P. V. (2003). The architecture of professional development: Materials, messages and meaning. International Journal of Educational Research, 37, 661-675.
  • Brophy, J. (2004). Introduction. In J. Brophy (Ed.), Using video in teacher education (pp. ixxxiv). Amsterdam: Elsevier. doi:10.1016/B0-08-043076-7/02445-1
  • Chieu, V. M., Weiss, M., & Herbst, P. G. (2009). Using Web 2.0 interactive rich-media technologies in mathematics teacher development. Proceedings of the 20th SITE International Conference on Information Technology and Teacher Education, (pp. 3619- 3624). Charleston, SC. Retrieved May 25, 2010 from http://grip.umich.edu/
  • Cochran-Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34(7), 3-17. doi:10.3102/0013189X034007003
  • Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers‘ learning. The Elementary School Journal, 103(3), 287-311. doi:10.1086/499727
  • Copeland, W. D., & Decker, D. L. (1996). Video cases and the development of meaning making in preservice teachers. Teaching and Teacher Education, 12(5), 467-481. doi:10.1016/0742-051X(95)00058-R
  • Coulter, D., & Wiens, J. R. (2002). Educational judgment: Linking the actor and the spectator. Educational Researcher, 31(4), 15-25. doi:10.3102/0013189X031004015
  • Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
  • Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14. doi:10.3102/0013189X034003003
  • Dewey, J. (1932). Ethics. (J. Dewey & J. Tufts, Eds.) (Rev. ed.). New York: Henry Holt & Co. (Original work published in 1908).
  • Dunne, J. (1997). Back to the rough ground. Practical judgment and the lure of technique. Notre Dame, IN: University of Notre Dame Press.
  • Dunne, J. (2005). An intricate fabric: Understanding the rationality of practice. Pedagogy, Culture and Society, 13(3), 367-389. doi:10.1080/14681360500200234
  • Dunne, J., & Pendlebury, S. (2002). Practical reason. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds.), The Blackwell guide to the philosophy of education (pp. 194-211). Oxford, UK: Blackwell.
  • Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children‘s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403-434. doi:10.2307/749875
  • Fong, C., Percy, J., & Woodruff, E. (2004). What do teachers see in an ‗exemplary‖ astronomy video? The Astronomy Education Review, 3(1), 1-6. doi:10.3847/AER2004001
  • Hill, H., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California‘s mathematics professional development institutes. Journal for Research in Mathematics Education, 35(5), 330-351. doi:10.2307/30034819
  • Howey, K., & Zimpher, N. (1999). Pervasive problems and issues in teacher education. In G. Griffin (Ed.), The education of teachers. 98th Yearbook of the National Society for the Study of Education (pp. 279-305). Chicago: Chicago University Press.
  • Jacobs, V. R., Franke, M. L., Carpenter, T. P., Levi, L., & Battey, D. (2007). Professional development focused on children‘s algebraic reasoning in elementary school. Journal for Research in Mathematics Education, 38(3), 258-288.
  • Jaworski, B. (1989). Using classroom videotape to develop your teaching. Informal publication. Milton Keynes, UK: Centre for Mathematics Education, The Open University.
  • Kotsopoulos, D., & Lavigne, S. (2008). Examining ―mathematics for teaching‖ through an analysis of teachers‘ perceptions of student ―learning paths.‖ International Electronic Journal of Mathematics Education, 3(1), 1-23.
  • Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale University Press.
  • Lampert, M., & Ball, D. L. (1998). Teaching, multimedia, and mathematics. Investigations of real practice. New York: Teachers College Press.
  • Lampert, M., & Ball, D. L. (1999). Aligning teacher education with contemporary K-12 reform visions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 33-53). San Francisco: Jossey-Bass.
  • Lloyd, G. M. (1999). Two teachers‘ conceptions of a reform-oriented curriculum: Implications for mathematics teacher development. Journal of Mathematics Teacher Education, 2, 227-252. doi:10.1023/A:1009965804662
  • Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
  • Lund, D., Panayotidis, L., Smits, H., & Towers, J. (2006). Fragmenting narratives: The ethics of narrating difference. Journal of the Canadian Association of Curriculum Studies, 4(1), 1-23.
  • Masingila, J. O., & Doerr, H. M. (2002). Understanding pre-service teachers‘ emerging practices through their analyses of a multimedia case study of practice. Journal of Mathematics Teacher Education, 5, 235-263. doi:10.1023/A:1019847825912
  • McCurry, D. S. (2000). Technology for critical pedagogy: Beyond self-reflection with video. Proceedings of the Society for Information Technology and Teacher Education International Conference, Vol. 1-3, (p. 6). San Diego, CA.
  • McGraw, R., Lynch, K., Koc, Y., Budak, A., & Brown, C. (2007). The multimedia case as a tool for professional development: An analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians and mathematics teacher educators. Journal of Mathematics Teacher Education, 10, 95-121. doi:10.1007/s10857-007-9030-3
  • Moscovici, H., & Holmlund Nelson, T. (1998). Shifting from activitymania to inquiry. Science and Children, 35(4), 14–17.
  • NCTM. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • NCTM (2010). Reflections. National Council of Teachers of Mathematics online resource. Available at http://www.nctm.org/resources/content.aspx?menu_id=598&id=6372.
  • Phelan, A. (2005). On discernment: The wisdom of practice and the practice of wisdom in teacher education. In G. F. Hoban (Ed.), The missing links in teacher education design: Developing a multi-linked conceptual framework (pp. 57-73). Dordrecht, The Netherlands: Springer Press. doi:10.1007/1-4020-3346-X_4
  • Pimm, D. (1993). From should to could: Reflections on possibilities of mathematics teacher education. For the Learning of Mathematics, 13(2), 27-32.
  • Raymond, A. (1997). Inconsistency between a beginning elementary school teacher‘s mathematical beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550-576. doi:10.2307/749691
  • Remillard, J. T. (2000). Can curriculum materials support teachers‘ learning? Two fourthgrade teachers‘ use of a new mathematics text. The Elementary School Journal, 100(4), 331-350. doi:10.1086/499645
  • Ricoeur, P. (1992). Oneself as another (Kathleen Blamey, Trans.). Chicago: University of Chicago Press.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi:10.3102/0013189X015002004
  • Smith, J. C., & Diaz, R. (2002). Evolving uses of technology in case-based teacher education. Working Paper 5. National Center on Adult Literacy, University of Pennsylvania. Retrieved April 3, 2008 from http://www.literacy.org/products/SmithDiazSITE2002.pdf
  • Sosniak, L. A. (1999). Professional and subject matter knowledge for teacher education. In G. Griffin (Ed.), The education of teachers. 98th Yearbook of the National Society for the Study of Education (pp. 185-204). Chicago: Chicago University Press.
  • Towers, J. (2007). Using video in teacher education. Canadian Journal of Learning and Technology, 33(2), 97-122.
  • Towers, J. (2008). Living ethically in the classroom: Enacting and sustaining inquiry. Journal of Educational Thought, 42(3), 277-292.
  • Towers, J. (2010). Learning to teach mathematics through inquiry: A focus on the relationship between describing and enacting inquiry-oriented teaching. Journal of Mathematics Teacher Education, 13(3), 243-263. doi: 10.1007/s10857-009-9137-9
  • Vacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers‘ changing beliefs and instructional use of children‘s mathematical thinking. Journal for Research in Mathematics Education, 30(1), 89-110. doi:10.2307/749631
  • Wall, J. (2003). Phronesis, poetics, and moral creativity. Ethical Theory and Moral Practice, 6, 317-341. doi:10.1023/A:1026063925726
  • Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178. doi:10.3102/00346543068002130
  • Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209. doi:10.3102/0091732X024001173

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.