Snapshots of Student Thinking: An Exploration of Video Cases for Extending Prospective Teachers' Knowledge

Autor/inn/en	Pitts Bannister, Vanessa R.; Mariano, Gina J.
Titel	Snapshots of Student Thinking: An Exploration of Video Cases for Extending Prospective Teachers' Knowledge
Quelle	In: Action in Teacher Education, 35 (2013) 5-6, S.430-444 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2013.846760
Schlagwörter	Teacher Education; Preservice Teachers; Pedagogical Content Knowledge; Comprehension; Knowledge Level; Video Technology; Case Studies; Mathematics Instruction; Student Evaluation; Misconceptions; Middle School Students; Interviews; Urban Schools; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Verstehen; Verständnis; Wissensbasis; Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Schulnote; Studentische Bewertung; Missverständnis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interviewing; Interviewtechnik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this article is to explore the relationships between prospective teachers' content knowledge, student understanding, and pedagogy using video cases. The emphasis was on the extent to which the participants utilized constructs of Technology Pedagogy And Content Knowledge. Ten prospective teachers viewed video cases of students solving mathematical problems to look for evidence of student understanding and determine how they could use that information to guide instruction. Findings suggest that prospective teachers may lack or ignore tools to critically think about the interdependent relationship in ways that might promote diverse methods involving technology. Also, prospective teachers may be limited to constructs of their content knowledge when evaluating student conceptions and constructing aligned pedagogical strategies. Implications for teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10