Title:

Learning to Teach: What Do Prospective Mathematics Teachers Learn from Reflecting on Video Recordings of Their Own Classroom Teaching?

Research suggests that analyzing a video recording of one’s own practice can help prospective mathematics teachers learn to become better teachers. But what do prospective secondary teachers (PSTs) notice when they watch such videos, and what exactly do they learn in the process? These questions were the focus of my study. This study examined nine mathematics education students enrolled in a senior seminar course at the University of New Hampshire. The data included written comments made by PSTs while watching 360°-video recordings of their own classroom teaching, as well as implementation reports on their teaching. Analysis of the data showed that prospective teachers noticed situations pertaining to teacher moves, students’ interactions among themselves, the teacher and mathematical content. The data also showed evidence of prospective teachers learning from reflecting on these videos. The significance of these findings stems from the fact that prospective teachers have minimal classroom experience while obtaining their degree in education; thus, this type of learning serves as a way for preservice teachers to gain more experience in their schooling. The findings shed light on how watching video recordings on one’s own classroom teaching enhances prospective teacher experience.

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