Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review
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| Title: | Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review |
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| Authors: | Lindsay Vance (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2023 18(4). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Special Education Teachers, Mathematics Instruction, Feedback (Response), Peer Evaluation, Fractions, Instructional Improvement, Mathematics Education, Teaching Methods, Video Technology, Instructional Materials, Transcripts (Written Records), Arithmetic, Teacher Education Programs |
| ISSN: | 1306-3030 |
| Abstract: | Despite the research regarding the importance of peer review and feedback in pre-service special education teachers, there exists a gap in teaching complex mathematical concepts such as fractional operations. This study sought to address this gap by investigating how pre-service teachers can effectively appraise and revise peer-generated teaching transcripts focusing on fraction operations and compare their feedback with those of experienced educators. The research sought to understand how this integrated approach can contribute to improving the instruction of pre-service special education teachers in the field of mathematics education. A modified version of Crespo's (2018) generating, appraising, and revising of representations was utilized to analyze the video content. Comparisons of the reviews showed that pre-service teachers may not have the content knowledge or experience to provide in-depth feedback to support learning as experienced educators. The article concludes with findings and recommendations for teacher educators who utilize anonymous peer review in teacher preparation for special educators. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408822 |
| Database: | ERIC |
| Abstract: | Despite the research regarding the importance of peer review and feedback in pre-service special education teachers, there exists a gap in teaching complex mathematical concepts such as fractional operations. This study sought to address this gap by investigating how pre-service teachers can effectively appraise and revise peer-generated teaching transcripts focusing on fraction operations and compare their feedback with those of experienced educators. The research sought to understand how this integrated approach can contribute to improving the instruction of pre-service special education teachers in the field of mathematics education. A modified version of Crespo's (2018) generating, appraising, and revising of representations was utilized to analyze the video content. Comparisons of the reviews showed that pre-service teachers may not have the content knowledge or experience to provide in-depth feedback to support learning as experienced educators. The article concludes with findings and recommendations for teacher educators who utilize anonymous peer review in teacher preparation for special educators. |
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| ISSN: | 1306-3030 |
