Abstract
In this chapter, I describe what features secondary (6–12) mathematics preservice teachers (PSTs) identified as noteworthy in lessons taught by their peers in the context of a methods course. PSTs planned, taught, and reflected on at least two lessons from middle and high school reform-oriented materials taught to their peers across two semesters. Lessons were recorded and uploaded to VoiceThread, a web-based application that enables users to comment on video and these comments served as data for this study. Results indicated that across the two semesters, PSTs most frequently identified aspects related to communication, mathematics content, and classroom management with less evidence of attention to classroom environment and tasks. Although PSTs more often noted teacher talk or actions, rather than student talk or actions, the percentage of comments related to student talk or actions increased in the second semester. These results are significant in that they illustrate that PSTs can identify noteworthy features of classroom instruction and this assignment served as an opportunity for PSTs to do this.
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Acknowledgments
The author would like to acknowledge the significant contributions of Michelle Metzger to the coding scheme and coding. Parts of this analysis were presented at the 2015 Meeting of the Association of Mathematics Teacher Educators (AMTE) in Orlando, FL.
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Males, L.M. (2017). Using Video of Peer Teaching to Examine Grades 6–12 Preservice Teachers’ Noticing. In: Schack, E., Fisher, M., Wilhelm, J. (eds) Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-46753-5_6
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