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Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review

Artigo2023

Lindsay Vance; Joanne Caniglia; Michelle Meadows

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Resumo

Despite the research regarding the importance of peer review and feedback in pre-service special education teachers, there exists a gap in teaching complex mathematical concepts such as fractional operations. This study sought to address this gap by investigating how pre-service teachers can effectively appraise and revise peer-generated teaching transcripts focusing on fraction operations and compare their feedback with those of experienced educators. The research sought to understand how this integrated approach can contribute to improving the instruction of pre-service special education teachers in the field of mathematics education. A modified version of Crespo's (2018) generating, appraising, and revising of representations was utilized to analyze the video content. Comparisons of the reviews showed that pre-service teachers may not have the content knowledge or experience to provide in-depth feedback to support learning as experienced educators. The article concludes with findings and recommendations for teacher educators who utilize anonymous peer review in teacher preparation for special educators.

Dados da obra

Tipo
Artigo
Periódico
International Electronic Journal of Mathematics Education
Ano
2023
Palavras-chave
Preservice Teachers; Special Education Teachers; Mathematics Instruction; Feedback (Response); Peer Evaluation; Fractions; Instructional Improvement; Mathematics Education; Teaching Methods; Video Technology; Instructional Materials; Transcripts (Written Records); Arithmetic; Teacher Education Programs
Temas
Formação de Professores de Matemática
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
VANCE, Lindsay; CANIGLIA, Joanne; MEADOWS, Michelle. Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review. International Electronic Journal of Mathematics Education, 2023. Disponível em: https://eric.ed.gov/?id=EJ1408822. Acesso em: 5 nov. 2026.

APA

Vance, L., Caniglia, J., & Meadows, M. (2023). Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review. International Electronic Journal of Mathematics Education. https://eric.ed.gov/?id=EJ1408822

BibTeX
@article{vance2023,
  author = {Vance, Lindsay and Caniglia, Joanne and Meadows, Michelle},
  title = {Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review},
  year = {2023},
  journal = {International Electronic Journal of Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1408822}
}
RIS
TY  - JOUR
AU  - Vance, Lindsay
AU  - Caniglia, Joanne
AU  - Meadows, Michelle
TI  - Pre-Service Special Education Teachers' Learning through Recorded Mini-Lessons and Peer Review
PY  - 2023
JO  - International Electronic Journal of Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1408822
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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