Transcribing: A Tool for Mathematics Pre-Service Teachers to Reflect on Their Own Teaching

被引：1

作者：

Harding, Jenni ^{[1
]}

Hbaci, Ilham ^{[1
]}

Hamilton, Boni ^{[2
]}

Loyd, Stacy ^{[3
]}

机构：

[1] Univ Northern Colorado, Campus Box 107, Greeley, CO 80639 USA

[2] Univ Colorado, Denver, CO 80202 USA

[3] Heritage Christian Acad, Greeley, CO USA

来源：

JOURNAL OF EDUCATION-US | 2021年 / 201卷 / 03期

关键词：

transcription; pre-service teachers; microteaching; reflection; mathematics methods; teacher reflection; noticing framework; WORK;

D O I：

10.1177/0022057420914904

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This research explores the experience of 81 elementary pre-service teachers who transcribed their microteaching lessons during a university mathematical methods course. Pre-service teachers were required to plan and teach mathematics lessons. They audio-recorded their teaching, transcribed the recordings, wrote guided reflections, and conversed with the professor to identify areas of strength and growth in their teaching. The following themes were identified: transcription as noticing events, transcription as noticing presentation, benefits of transcription, transcription as a reflective practice, and audio-recording and transcription recommendations. Transcriptions may be effective tools for reflecting about teaching.

引用

页码：225 / 235

页数：11

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