Australian Journal of Teacher Education
Abstract
Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers’ perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies – to see the power of alternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching of PSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs’ 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that 360degree video provides additional opportunities for understanding the wider classroom impact of PST pedagogical decision making. The findings suggest that together these two tools offer an effective platform for PSTs to trial teaching approaches and reflect on their practice in a structured way.
Was this research funded?
No, research was not funded
Recommended Citation
O'Keeffe, L., & White, B. (2022). Supporting Mathematics Pre-Service Teachers Reflection with 360degree Video and the Knowledge Quartet. Australian Journal of Teacher Education, 47(3). https://doi.org/10.14221/ajte.2022v47n3.4