Source: Mathematics Teacher Education and Development, Vol 17, No 2 (2015)
The goal of this study is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics.
The teaching rounds implemented in the study utilised the NSW Quality Teaching model pedagogical framework as a tool for learning about and reflecting on teaching practices. The evaluation was conducted through a mixed methods approach using a combination of surveys and analysis of student assessment tasks.
The main findings are that pre-service teachers found practice-based experience and the subsequent reflections using teaching rounds very valuable compared to other learning experiences. The authors also found that pre-service teachers undertaking a Masters teaching degree were significantly more insightful about planning for and reflecting about teaching practice than those undertaking an undergraduate degree.