Quality Teaching Rounds in Mathematics Teacher Education

From Section:
Theories & Approaches
Sep. 01, 2015

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.

Updated: Jun. 17, 2018
Graduates | Mathematics teachers | Pedagogical content knowledge | Preservice teachers | Reflective teaching | Teaching methods