Online video-based reflection to improve professional vision and mathematical beliefs for teaching
Abstract
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The current study explored the effectiveness of online video-based reflection for preservice elementary school teachers, using wikis as an online learning environment. In the study, twenty-six preservice elementary school teachers participated as part of their coursework. For six weeks, participants had reflected on video about mathematical learning and teaching in wikis. During the first three weeks, individual reflection was carried out, and collaborative reflection was conducted during the last three weeks. Regarding the design of effective online video-based reflection, video contents (classroom lesson, student error, and student strategy) and reflection types (individual vs. collaborative reflection) significantly influenced what participants noticed in video and how they reflected on the events. As a result of online video-based reflection, participants improved their professional vision in regard to reflection topics and stances. In addition, interviews with six participants revealed the strengths and weaknesses of online video-based reflection. This study also investigated the relationships between online video-based reflection and mathematical beliefs for teaching. Initial epistemological beliefs significantly influenced online video-based reflection, and participants improved their mathematical beliefs for teaching through online video-based reflection. The current study also revealed what kinds of reflection activities strengthened or weakened the change of beliefs about mathematical knowledge, learning, and teaching. Based on these results, this study provided suggestions to improve online video-based reflection for teachers' professional vision and mathematical beliefs for teaching.
Degree
Ph. D.
Thesis Department
Rights
Access is limited to the campuses of the University of Missouri.