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 |
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| Language: | English |
| Authors: | Cutting, Chelsea, Larkin, Kevin |
| Source: | Mathematics Teacher Education and Development. 2021 23(1):74-90. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Elementary Education |
| Descriptors: | Video Technology, Feedback (Response), Formative Evaluation, Preservice Teachers, Early Childhood Teachers, Elementary School Teachers, Mathematics Instruction, Online Courses, Program Effectiveness, Student Attitudes, Teacher Student Relationship, Foreign Countries |
| Geographic Terms: | Australia |
| ISSN: | 1442-3901 |
| Abstract: | This paper investigates, using a case study methodology, the impact of formative video feedback on the educational experiences of early childhood and primary pre-service 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1295257 |
| Database: | ERIC |
| Abstract: | This paper investigates, using a case study methodology, the impact of formative video feedback on the educational experiences of early childhood and primary pre-service 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. |
|---|---|
| ISSN: | 1442-3901 |
