İlköğretim Matematik Öğretmen Adaylarının Farkındalıklarının Değişiminin İncelenmesi: Video Kulüp Uygulaması

Abstract

The purpose of this study is to comprehensively examine the noticing skills of preservice middle school mathematics teachers regarding mathematics lessons, as well as the changes in these skills, through a video club program implemented within the scope of a microteaching course. The research adopts a qualitative case study design, with the study group comprising three senior preservice teachers enrolled in a middle school mathematics teacher education program. The implementation phase spanned 10 weeks, during which data were collected using various tools: semi-structured interview recordings conducted with the participants, reflective thinking reports, video recordings of group discussions, lesson plans prepared by the preservice teachers and the reflective thinking reports on their own teaching videos. At the beginning and end of the video club program, participants were asked to individually watch a mathematics teaching video recorded in a real classroom setting. They then wrote reflective thinking reports on their observations and participated in semi-structured interviews. During the six-week video club process, the pre-service teachers were tasked with watching assigned lesson videos individually and writing detailed reflective thinking reports on the situations they observed and how they interpreted them. Each session concluded with a group discussion based on the content of the reflective thinking reports. In the final phase of the program, the preservice teachers recorded their own lessons based on lesson plans they developed as part of their teaching practicum course. Each participant then wrote reflective thinking reports on their own teaching videos. The collected data were analyzed using content analysis within the framework of Estapa et al. content and attitude model. The findings revealed that the video club program, as a professional development model, contributed positively to the participants' content knowledge, pedagogical content knowledge, and noticing skills.