Preservice teachers' identity development and participation in a video club focused on mathematical thinking
Abstract
This study concerns the identity development of four preservice elementary teachers (PSETs) in a mathematics methods course, their learning through participation in video club meetings, and the relationships between their identities and video club participation. Each pair of participants taught four problem-based lessons to a class of elementary school students and were videotaped doing so. After each teaching episode, participants met to view and discuss videos of one another’s teaching. Data analyzed for each participant include transcripts from two interviews and three video club meetings. Narrative methodology informed my characterization of PSETs’ designated identities, as exemplified by their visions of themselves as mathematics teachers. A grounded theory approach enabled me to discern patterns in PSETs’ video club participation. PSETs’ participation in video club meetings primarily occurred within three broad categories—proposing ways to use student thinking in instruction, engaging with students’ mathematical thinking, and considering mathematics content from multiple, alternate perspectives. Important differences occurred within and outside each of these categories and provided ways to distinguish among PSETs. Overall, the three PSETs with more reform-oriented elements in their designated identities at the end of the semester participated in more reform-oriented ways in the video club. The final chapter discusses ways that each PSET’s video club participation may have supported the development of her designated identity and in turn, ways that the orientation of each PSET’s designated identity may have supported her participation in video club meetings. Results from this study can inform the design of learning opportunities for prospective and practicing teachers.
Degree
Ph.D.
Advisors
Buckley, Purdue University.
Subject Area
Mathematics education|Teacher education
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