Transcribing

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

Bibliographic Data

ID21347102
AuthorsJenni Harding (0000-0002-7393-6083, University of Northern Colorado, Greeley, CO, USA, corresponding author), Ilham Hbaci (University of Northern Colorado, Greeley, CO, USA), Boni Hamilton (0000-0001-9223-4602, University of Colorado Denver, CO, USA), Stacy Loyd (Heritage Christian Academy, Greeley, CO, USA)
Year2021
Volume201
Issue3
Pages225-235
Publication date2021-10-01
Open AccessYes
TypeARTICLE
VenueJournal of Education (JOURNAL)
Journal identifiersISSN: 0022-0574 • E-ISSN: 2515-5741
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0022057420914904
OpenAlexW3017204753
LanguageEN
Citations received2
References cited20

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

Lesson plan · Mathematics education · Microteaching · Pedagogy · Presentation (obstetrics) · Teaching method · Transcription (linguistics) · Computer Science · Education and Technology Integration · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies

Tools

Open DOI