The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education.

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Bibliographic Details
Title:	The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education.
Authors:	Cutting, Chelsea¹ Chelsea.Cutting@unisa.edu.au, Larkin, Kevin² k.larkin@griffith.edu.au
Source:	Mathematics Teacher Education & Development. 2021, Vol. 23 Issue 1, p74-90. 17p.
Subject Terms:	Educational films, Mathematics teachers, Student teachers, Mathematics education, *Online education
Abstract:	This paper investigates, using a case study methodology, the impact of formative video feedback on the educational experiences of early childhood and primary preservice teachers (PST) completing a pedagogically focused mathematics education unit in a fully online mode. Given the trend over the past 10 years towards the delivery of university mathematics education courses online, this research is important. It is particularly timely given the current world health crisis, where universities are hurriedly rolling out online courses. We argue, based on the findings of this initial pilot, that the use of regular, formative video feedback has a positive effect on PST learning, and on the way PSTs perceive and engage with the feedback provided in video form, and on the affective connection this platform provides between the PST and the lecturer. We suggest that these themes have the potential to positively impact on PSTs' knowledge of content and pedagogy in the context of university mathematics education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper investigates, using a case study methodology, the impact of formative video feedback on the educational experiences of early childhood and primary preservice teachers (PST) completing a pedagogically focused mathematics education unit in a fully online mode. Given the trend over the past 10 years towards the delivery of university mathematics education courses online, this research is important. It is particularly timely given the current world health crisis, where universities are hurriedly rolling out online courses. We argue, based on the findings of this initial pilot, that the use of regular, formative video feedback has a positive effect on PST learning, and on the way PSTs perceive and engage with the feedback provided in video form, and on the affective connection this platform provides between the PST and the lecturer. We suggest that these themes have the potential to positively impact on PSTs' knowledge of content and pedagogy in the context of university mathematics education. [ABSTRACT FROM AUTHOR]
ISSN:	14423901