Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum

From Section:
Instruction in Teacher Training
Oct. 15, 2008

Source: Journal of Technology and Teacher Education, Volume 16, Issue 4, October 2008, p. 483-509.

A related study found a number of changes in the reflective stance of preservice teachers using a video case curriculum in a mathematics methods course. These included a higher level of reflection, an increased use of evidence, a shift from affective to pedagogical concerns, and increased attention to student thinking (Stockero, 2006). The quasi-experimental study reported here explores to what extent these changes in reflective abilities can be attributed to the video case curriculum. The study compares the reflective skills of this group of preservice teachers to a group of their peers who were enrolled in the course before such a curriculum was introduced as an instructional tool. In many cases, the two groups’ reflective abilities were similar; however, even in these cases, there were subtle, yet important, differences. In addition, the group who used the video curriculum showed significant gains over the comparison group in terms of their use of evidence and their focus on student thinking. Implications of these findings and recommendations for using video cases as an instructional tool in preservice teacher education are discussed.

Stockero, S.L. (2006). The Effect of Using a Video-Cases Curriculum to Promote Preservice Teachers' Development of a Reflective Stance Towards Mathematics Teaching.
Unpublished dissertation. Western Michigan University, Kalamazoo, MI.

Updated: Jan. 17, 2017
Case studies | Mathematics instruction | Preservice teachers | Reflection | Teaching methods | Technology integration