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ERIC Number: EJ1045467
Record Type: Journal
Publication Date: 2014-Dec
Pages: 24
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1386-4416
Learning to Teach Mathematics and to Analyze Teaching Effectiveness: Evidence from a Video- and Practice-Based Approach
Santagata, Rossella; Yeh, Cathery
Journal of Mathematics Teacher Education, v17 n6 p491-514 Dec 2014
Although emerging consensus exists that practice-based approaches to teacher preparation assist in closing the distance between university coursework and fieldwork experiences and in assuring that future teachers learn to implement innovative research-based instructional strategies, little empirical research has investigated teacher learning from this approach. This study examines the impact of a video- and practice-based course on prospective teachers' mathematics classroom practices and analysis of their own teaching. Two groups of elementary prospective teachers participated in the study--one attended the course and one did not. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it further during instruction and in conducting evidence-based analyses of their own teaching. Conclusions discuss the importance of teaching these skills systematically during teacher preparation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A