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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
Authors: Lindsay Vance (ORCID 0000-0002-1470-3167), Joanne Caniglia (ORCID 0000-0001-5403-1089), Michelle Meadows (ORCID 0000-0002-6917-4872)
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
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review
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  Data: <searchLink fieldCode="AR" term="%22Lindsay+Vance%22">Lindsay Vance</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1470-3167">0000-0002-1470-3167</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joanne+Caniglia%22">Joanne Caniglia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5403-1089">0000-0001-5403-1089</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michelle+Meadows%22">Michelle Meadows</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6917-4872">0000-0002-6917-4872</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Mathematics+Education%22"><i>International Electronic Journal of Mathematics Education</i></searchLink>. 2023 18(4).
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
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  Data: 10
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Transcripts+%28Written+Records%29%22">Transcripts (Written Records)</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink>
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  Group: ISSN
  Data: 1306-3030
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2024
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  Data: EJ1408822
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1408822
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Transcripts (Written Records)
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      – SubjectFull: Arithmetic
        Type: general
      – SubjectFull: Teacher Education Programs
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    Titles:
      – TitleFull: Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review
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            NameFull: Lindsay Vance
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            NameFull: Joanne Caniglia
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            NameFull: Michelle Meadows
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            – D: 01
              M: 01
              Type: published
              Y: 2023
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              Value: 1306-3030
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              Value: 18
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