An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice

Journal of Teacher Education

Volumn 66, Issue 3, 2015, Pages 201-214

  Sun, Jennifer ^a   van Es, Elizabeth A ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

mathematics teacher education; pre service teacher education; secondary teacher education; video analysis

Indexed keywords

EID: 84930325976     PISSN: 00224871     EISSN: 15527816     Source Type: Journal    
DOI: 10.1177/0022487115574103     Document Type: Article

References (89)

1. Benchmarks for scientific literacy. New York, NY: Oxford University Press; 2009:
2. Ball D. L.,Cohen D. K.Handbook of policy and practice. Sykes G.Darling-Hammond L., ed. San Francisco, CA: Jossey-Bass; 1999:3-32.
3. Ball D. L.,Lubienski S. T.,Mewborn D. S.Handbook of research on teaching. 2001. Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In RichardsonV. (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). New York, NY: Macmillan.Richardson V., ed. New York, NY: Macmillan; 2001:433-456.
4. Ball D. L.,Sleep L.,Boerst T. A.,Bass H.Combining the development of practice and the practice of development in teacher education.The Elementary School Journal. 2009;109:458-474
5. Barnhart T.,van Es E. A.Learning to analyze teaching: Developing pre-service science teachers’ abilities to notice, analyze and respond to student thinking.Teaching and Teacher Education. 2015;45:83-93
6. Bartell T. G.,Webel C.,Bowen B.,Dyson N.Prospective teacher learning: Recognizing evidence of conceptual understanding.Journal of Mathematics Teacher Education. 2013;16 (1): 57-79
7. Berliner D. C.Learning about and learning from expert teachers.International Journal of Educational Research. 2001;35 (5): 463-482
8. Boaler J.,Humphreys C.Connecting mathematical ideas: Middle school video cases to support teaching and learning. Portsmouth, NH: Heinemann; 2005:
9. Borko H.,Jacobs J.,Eiteljorg E.,Pittman M. E.Video as a tool for fostering productive discussions in mathematics professional development.Teaching and Teacher Education. 2008;24 (2): 417-436
10. Brodie K.Pressing dilemmas: Meaning making and justification in mathematics teaching.Journal of Curriculum Studies. 2010;42 (1): 27-50
11. Using video in teacher education. Brophy J., ed. Boston, MA: Elsevier; 2004:
12. Carpenter T. P.,Lehrer R.Mathematics classrooms that promote understanding. Fennema E.Romberg T. R., ed. Mahwah, NJ: Lawrence Erlbaum; 1999:19-32.
13. Cazden C. B.Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann Educational Books; 2001:
14. Chamberlin M. T.Teacher discussions of students’ thinking: Meeting the challenge of attending to students’ thinking.Journal of Mathematics Teacher Education. 2005;8 (2): 141-170
15. Coffey J. E.,Hammer D.,Levin D. M.,Grant T.The missing disciplinary substance of formative assessment.Journal of Research in Science Teaching. 2011;48 (10): 1109-1136
16. Coles A.Using video for professional development: The role of the discussion facilitator.Journal of Mathematics Teacher Education. 2013;16 (3): 165-184
17. Common Core Standards Initiative. (2011). Standards for mathematical practice. In Common Core State Standards Initiative: Preparing America’s Students for College and Career. Retrieved from http://www.corestandards.org/Math/Practice/
18. Feiman-Nemser S.From preparation to practice: Designing a continuum to strengthen and sustain teaching.Teacher’s College Record. 2001;103 (6): 1013-1055
19. Franke M. L.,Carpenter T. P.,Levi L.,Fennema E.Capturing teachers’ generative growth: A follow-up study of professional development in mathematics.American Educational Research Journal. 2001;38:653-689
20. Franke M. L.,Webb N. M.,Chan A. G.,Ing M.,Freund D.,Battey D.Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms.Journal of Teacher Education. 2009;60:380-392
21. Frederiksen J. R.,Sipusic M.,Sherin M.,Wolfe E. W.Video portfolio assessment: Creating a framework for viewing the functions of teaching.Educational Assessment. 1998;5 (4): 225-297
22. Grossman P.,Hammerness K.,McDonald M.Redefining teaching, re-imagining teacher education.Teachers and Teaching: Theory and Practice. 2009;15 (2): 273-289
23. Grossman P.,McDonald M.Back to the future: Directions for research in teaching and teacher education.American Educational Research Association. 2008;45 (1): 184-205
24. Hatch J. A.Doing qualitative research in education settings. Albany: State University of New York Press; 2002:
25. Hatch T.,Grossman P.Learning to look beyond the boundaries of representation: Using technology to examine teaching (Overview for a digital exhibition: Learning from the practice of teaching).Journal of Teacher Education. 2009;60 (1): 70-85
26. Hiebert J.,Gallimore R.,Stigler J. W.A knowledge base for the teaching profession. What would it look like and how can we get one?.Educational Researcher. 2002;31 (5): 3-15
27. Hiebert J.,Morris A. K.Teaching, rather than teachers, as a path toward improving classroom instruction.Journal of Teacher Education. 2012;63 (2): 92-102
28. Hiebert J.,Morris A. K.,Berk D.,Jansen A.Preparing teachers to learn from teaching.Journal of Teacher Education. 2007;58 (1): 47-61
29. Hiebert J.,Wearne D.Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic.American Educational Research Journal. 1993;30:393-425
30. Hill H. C.,Blunk M.,Charalambous C.,Lewis J.,Phelps G. C.,Sleep L.,Ball D. L.Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study.Cognition and Instruction. 2008;26:430-511
31. Hufferd-Ackles K.,Fuson K. C.,Sherin M. G.Describing levels and components of a math-talk learning community.Journal for Research in Mathematics Education. 2004;35 (2): 81-116
32. Jackson K.,Cobb P..Paper presented at the annual meeting of the American Educational Research Association; 2010Denver, CO; 2010.
33. Jacobs V. R.,Franke M. L.,Carpenter T. P.,Levi L.,Battey D.Professional development focused on children’s algebraic reasoning in elementary school.Journal for Research in Mathematics Education. 2007;:258-288
34. Jacobs V. R.,Lamb L. L. C.,Philipp R. A.Professional noticing of children’s mathematical thinking.Journal for Research in Mathematics Education. 2010;41 (2): 169-202
35. Kagan D. M.,Tippins D. J.How teachers’ classroom cases express their pedagogical beliefs.Journal of Teacher Education. 1991;42 (4): 281-291
36. Kazemi E.,Franke M.,Lampert M.Developing pedagogies in teacher education to support novice teachers’ ability to enact ambitious instruction.Crossing divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia; 2009; 2009. 11.
37. Kazemi E.,Stipek D.Promoting conceptual thinking in four upper-elementary mathematics classrooms.The Elementary School Journal. 2001;102 (1): 59-80
38. Kersting N.,Givvin K.,Thompson B.,Santagata R.,Stigler J.Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning.American Education Research Journal. 2012;49 (3): 568-589
39. Kiemer K.,Gröschner A.,Pehmer A.,Seidel T.Teacher learning and student outcomes in the context of classroom discourse: Findings form a video-based teacher professional development programme.Form@re. 2014;2 (14): 51-62
40. A research companion to principles and standards for school mathematics. Kilpatrick J.Martin W. G.Schifter D., ed. Reston, VA: National Council of Teachers of Mathematics; 2003:
41. Köller O.,Baumert J.,Schnabel K.Does interest matter? The relationship between academic interest and achievement in mathematics.Journal for Research in Mathematics Education. 2001;:448-470
42. Lampert M.Learning teaching in, from, and for practice: What do we mean?.Journal of Teacher Education. 2010;61 (1-2): 21-34
43. Lampert M.,Ball D.Teaching, multimedia and mathematics: Investigations of real practice. New York, NY: Teacher’s College Press; 1998:
44. Lampert M.,Beasley H.,Ghousseini H.,Kazemi E.,Franke M.Instructional explanations in the disciplines. Stein M. K.Kucan L., ed. New York, NY: Springer; 2010:129-141.
45. Leinhardt G.,Greeno J. G.The cognitive skill of teaching.Journal of Educational Psychology. 1986;78 (2): 75-95
46. Leinhardt G.,Steele M. D.Seeing the complexity of standing to the side: Instructional dialogues.Cognition and Instruction. 2005;23 (1): 87-163
47. Levin D. M.,Hammer D.,Coffey J.Novice teachers’ attention to student thinking.Journal of Teacher Education. 2009;60 (2): 142-154
48. Levin D. M.,Hammer D.,Elby A.,Coffey J.Becoming a responsive science teacher: Focusing on student thinking in secondary science. Arlington, VA: NSTA Press; 2013:
49. Levin D. M.,Richards J.Learning to attend to the substance of students’ thinking in science.Science Educator. 2011;20 (2): 1-11
50. Luna M.Framing the task: Variation in one teacher’s attention to students’ ideas expressed while engaged in disciplinary practices.Learning and becoming in practice: The International Conference of the Learning Sciences 2014; 2014; 2014. 1406.
51. McDonald M.,Kazemi E.,Kavanagh S. S.Core practices and pedagogies of teacher education: A call for a common language and collective activity.Journal of Teacher Education. 2013;64 (5): 378-386
52. Miles M. B.,Huberman A. M.,Saldaña J.Qualitative data analysis: A methods sourcebook. 2014. Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE.Thousand Oaks, CA: SAGE; 2014:
53. Principles and standards for school mathematics. Reston, VA: Author; 2000:
54. National Research Council. (2001). Adding it up: Helping children learn mathematics. In KilpatrickJ.SwaffordJ.FindellB. (Eds.), Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Retrieved February 2015 from http://www.nap.edu/download.php?record_id=9822#
55. National Research Council. (2007). Taking science to school: learning and teaching science in Grades K-8. Washington, DC: The National Academies Press. Retrieved February 2015 from http://www.nap.edu/download.php?record_id=11625
56. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a conceptual framework for new K-12 science education standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. National Academies Press. Retrieved from http://www.nap.edu/download.php?record_id=13165
57. Pecheone R. L.,Chung R. R.Evidence in teacher education: The Performance Assessment for California Teachers (PACT).Journal of Teacher Education. 2006;57 (1): 22-36
58. Reisman A.,Wineburg S.History education and the construction of identities. Carretero M., ed. Charlotte, NC: Information Age; 2012:171-188.
59. Rodgers C. R.Voices inside schools.Harvard Educational Review. 2002;72 (2): 230-254
60. Santagata R.“Are you joking or are you sleeping?” Cultural beliefs and practices in Italian and U.S. teachers’ mistake-handling strategies.Linguistics and Education. 2004;15 (1-2): 141-164
61. Santagata R.,Guarino J.Using video to teach future teachers to learn from teaching.ZDM Mathematics Education. 2011;43 (1): 133-145
62. Santagata R.,van Es E. A.AMTE Monograph 7: Mathematics teaching: Putting research into practice at all levels. Lott J. W.Luebeck J., ed. San Diego, CA: Association of Mathematics Teacher Educators; 2010:109-123.
63. Santagata R.,Zannoni C.,Stigler J. W.The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video based field experience.Journal of Mathematics Teacher Education. 2007;10 (2): 123-140
64. Schleppenbach M.,Flevares L. M.,Sims L. M.,Perry M.Teachers’ responses to student mistakes in Chinese and US mathematics classrooms.The Elementary School Journal. 2007;108 (2): 131-147
65. Schleppenbach M.,Perry M.,Miller K. F.,Sims L.,Fang G.The answer is only the beginning: Extended discourse in Chinese and US mathematics classrooms.Journal of Educational Psychology. 2007;99 (2): 380-396
66. Seago N.,Mumme J.,Branca N.Learning and teaching linear functions: Video cases for mathematics teacher professional development, 6-10. Portsmouth, NH: Heinemann; 2004:
67. Sherin M. G.Facilitating meaningful discussion of mathematics.Mathematics Teaching in the Middle School. 2000;6 (2): 122-125
68. Sherin M. G.When teaching becomes learning.Cognition and Instruction. 2002;29 (2): 119-150
69. Mathematics teacher noticing: Seeing through teachers’ eyes. Sherin M. G.Jacobs V. R.Philipp R. A., ed. New York, NY: Routledge; 2011:
70. Sherin M. G.,van Es E. A.Effects of video club participation on teachers’ professional vision.Journal of Teacher Education, 60(1). 2009;:20-37
71. Star J. R.,Lynch K. H.,Perova N.Mathematics teacher noticing: Seeing through teachers’ eyes. Sherin M. G.Jacobs V. R.Philipp R. A., ed. New York, NY: Routledge; 2011:117-133.
72. Star J.,Strickland S.Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice.Journal of Mathematics Teacher Education. 2008;11 (2): 107-125
73. Stein M. K.,Engle R. A.,Smith M. S.,Hughes E. K.Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell.Mathematical Thinking and Learning. 2008;10 (4): 313-340
74. Stein M. K.,Kaufman J. H.,Sherman M.,Hillen A. F.Algebra: A challenge at the crossroads of policy and practice.Review of Educational Research. 2011;81 (4): 453-492
75. Stein M. K.,Smith M. S.,Henningsen M. A.,Silver E. A.Analyzing mathematics instructional tasks. Implementing standards-based mathematics instruction. New York, NY: Teachers College Press; 2009:
76. Stigler J. W.,Hiebert J.The teaching gap; Best ideas from the world’s teachers for improving education in the classroom. New York, NY: The Free Press; 1999:
77. Stockero S. L.Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers.Journal of Mathematics Teacher Education. 2008;11 (5): 373-394
78. Thompson J.,Windschitl M.,Braaten M.Developing a theory of ambitious early-career teacher practice.American Educational Research Journal. 2013;50 (3): 574-615
79. van Es E. A.,Cashen M.,Auger A.Fadde P.Using video to scaffold pre-service teachers to learn to notice student thinking.Symposium presentation at the Annual Meeting of the American Educational Research Association Conference; 2011New Orleans, LA; 2011.
80. van Es E. A.,Sherin M.Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions.Journal of Technology and Teacher Education. 2002;10 (44): 571-596
81. van Es E. A.,Sherin M. G.Mathematics teachers’ “learning to notice” in the context of a video club.Teaching and Teacher Education. 2008;24 (2): 244-276
82. van Es E. A.,Sherin M. G.The influence of video clubs on teachers’ thinking and practice.Journal of Mathematics Teacher Education. 2010;13 (2): 155-176
83. van Es E. A.,Tunney J.,Goldsmith L.,Seago N.A framework for the facilitation of teachers’ analysis of video.Journal of Teacher Education. 2014;64 (4): 340-356
84. Van Zoest L. R..Paper presented at the Annual Meeting of the American Educational Research Association; 1995San Francisco, CA; 1995.
85. Walkoe J.Exploring teacher noticing of student algebraic thinking in a video club.Journal of Mathematics Teacher Education. 2014;:1-28
86. Westerman D. A.Expert and novice teacher decision making.Journal of Teacher Education. 1991;42 (4): 292-305
87. Windschitl M.,Thompson J.,Braaten M.Beyond the scientific method: Model-Based Inquiry as a new paradigm of preference for school science investigations.Science Education. 2008;92 (5): 941-967
88. Windschitl M.,Thompson J.,Braaten M.Ambitious pedagogy by novice teachers? Who benefits from tool-supported collaborative inquiry into practice and why.Teachers College Record. 2011;113 (7): 1311-1360
89. Zhang M.,Lundeberg M.,Eberhardt J.Strategic facilitation of problem-based discussion for teacher professional development.Journal of the Learning Sciences. 2011;20 (3): 342-394