Abstract
The use of video in learning to teach is not new. The vast body of research shows that both pre-service and in-service teachers benefit from analyzing video lessons conducted by experienced teachers, their peers, or themselves. In this narrative case study, we analyze one post-teaching supervision discussion about a mathematics lesson. The study provides an insight into a unique setting where teaching practice took place, i.e. one teacher training school in Finland. We aim to demonstrate one pre-service teacher’s learning process in the post-teaching discussion supported by the recursive use of video-stimulated recall (VSR). VSR was used first, as a tool for encouraging reflection on the lesson during the supervision discussion, after which the pre-service teacher was interviewed while watching a video of the supervision discussion. We argue that the recursive reflection on different kinds of videos may help pre-service teachers better learn from their own teaching experiences and from the advice of the experienced supervising teacher. In addition, arguably, the recursive use of VSR may be a fruitful method for educational researchers studying teacher education.
Highlights
Educational research had documented the various purposes and uses of video in learning and teaching
In the context of mathematics education, the use of video has been shown to be beneficial for in-service mathematics teachers as a means of continuing their professional development (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Sherin & Han, 2004; van Es & Sherin, 2008)
The use of video has been shown to be beneficial for pre-service elementary and pre-service mathematics teachers, allowing them to analyze their own and others’ teaching (Santagata & Yeh, 2013; Sherin & van Es, 2005; Star & Strickland, 2008)
Summary
Educational research had documented the various purposes and uses of video in learning and teaching. This study is positioned in the line of research addressing the use of video in learning to teach, more precisely, in post-teaching supervision discussion of pre-service teachers’ own lessons (e.g., Baecher, McCormack, & Kung, 2014; Baecher & McCormack, 2012). In the context of mathematics education, the use of video has been shown to be beneficial for in-service mathematics teachers as a means of continuing their professional development (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Sherin & Han, 2004; van Es & Sherin, 2008). We respond to this criticism by carefully documenting the use of video during one Finnish pre-service teacher’s practice teaching and the post-teaching discussion with his supervising teacher about one mathematics lesson. We document the effectiveness of the recursive application of VSR from the viewpoint of a pre-service teacher
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