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

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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]
Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education.
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  Data: <searchLink fieldCode="JN" term="%22Mathematics+Teacher+Education+%26+Development%22">Mathematics Teacher Education & Development</searchLink>. 2021, Vol. 23 Issue 1, p74-90. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+films%22">Educational films</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink>
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  Data: 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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  Data: <i>Copyright of Mathematics Teacher Education & Development is the property of MERGA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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