Search results for: Muir Tracey
Page 1/1 5 items
This paper aims to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. Specifically, the authors will explore the effectiveness of two different formats of video-based professional learning programmes: the first involving one teacher and one researcher and the second two teachers and two researchers, both of which took place over relatively short periods of time. The findings reveal that the participants found video-stimulated recall a powerful medium for revealing aspects of their practice they had not previously considered.
Updated: Dec. 16, 2018
In this article, the authors examined the potential impact of video excerpts of teaching on pre-service teachers' learning. They were also interested to identify and focus on the development of students' understanding of mathematics and the teaching and learning actions likely to facilitate this. The authors found that many of the pre-service teachers were interested in the development of students' understanding. However, many of the participants struggled to identify evidence of it or observable teaching actions likely to contribute to it.
Updated: Oct. 17, 2017
'I Know You Have to Put Down a Zero, But I'm Not Sure Why': Exploring the Link Between Pre-Service Teachers' Content and Pedagogical Content Knowledge
This article investigates pre-service teachers' mathematical content knowledge and their ability to interpret students' responses to a multi-digit multiplication task and make subsequent appropriate teaching decisions. It was found that the pre-service teachers in the study had an instrumental understanding of the long multiplication process that impacted on their ability to both recognise and address students' mathematical errors.
Updated: Jul. 04, 2016
The present article reports on the results of three different investigations into pre-service teachers’ understanding of the mathematical concepts of area and perimeter. The results indicated that many pre-service teachers across the cohorts had a procedural understanding of area and perimeter, displayed similar misconceptions to their student counterparts, and were limited in their ability to demonstrate examples of the mathematics knowledge required to teach these topics.
Updated: Jul. 03, 2016
This article provides an account of professional learning in action. The authors documented the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices.
Updated: Nov. 29, 2010