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Learning Through Feedback: Understanding Early-Career Teachers’ Learning Using Online Video Platforms

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Advances in Quantitative Ethnography (ICQE 2022)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1785))

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Abstract

This study examines the patterns of feedback among early-career elementary mathematics teachers participating in an online inquiry group focused on the practice of number talk routines. Number Talk Routines are instructional practices designed to help facilitate students’ computational fluency in ways that promote flexible number sense. Teachers facilitate these discussions using responsive teaching practices that elicit student thinking and highlight how students’ strategies relate to each other and to key mathematical concepts. Data for this study come from time-stamped feedback comments posted by members of the inquiry group to correspond with specific moments during each participant’s number talk routine. Epistemic network analysis was used to examine the patterns in the form and content of feedback over time. The results suggest that early-career teachers became more reflective in their feedback, connecting their own practices to the work of others and focusing more on teachers’ decision making that supported enactment of responsive teaching practices.

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Acknowledgements

This research was funded by Spencer Grant Number [blinded for review]. This work was also supported by use of the Epistemic Analytics lab, funded in part by the National Science Foundation (DRL1661036, DRL-1713110), the Wisconsin Alumni Research Foundation, and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison. The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals. All opinions are those of the authors and do not necessarily represent the views of the funder.

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Authors and Affiliations

  1. University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA, 19104, USA

    Lara Condon, Janine Remillard, Caroline Ebby & Lindsay Goldsmith-Markey

  2. Drexel University, 3141 Chestnut Street, Philadelphia, PA, 19104, USA

    Amanda Barany

Authors
  1. Lara Condon
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  2. Amanda Barany
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  3. Janine Remillard
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  4. Caroline Ebby
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  5. Lindsay Goldsmith-Markey
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Corresponding author

Correspondence to Lara Condon .

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Editors and Affiliations

  1. University of Oslo, Oslo, Norway

    Crina Damşa

  2. Drexel University School of Education, Philadelphia, PA, USA

    Amanda Barany

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Condon, L., Barany, A., Remillard, J., Ebby, C., Goldsmith-Markey, L. (2023). Learning Through Feedback: Understanding Early-Career Teachers’ Learning Using Online Video Platforms. In: Damşa, C., Barany, A. (eds) Advances in Quantitative Ethnography. ICQE 2022. Communications in Computer and Information Science, vol 1785. Springer, Cham. https://doi.org/10.1007/978-3-031-31726-2_14

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  • DOI: https://doi.org/10.1007/978-3-031-31726-2_14

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-31725-5

  • Online ISBN: 978-3-031-31726-2

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