Developing Preservice Mathematics Teachers’ Post-Teaching Reflection Through Online Video
Abstract: This paper presented a narrative case study of preservice mathematics teachers’ (PMTs) post-teaching reflection through online video. Three PMTs were involved in the study with one of them reflected on his online video lesson and the other two provided feedback on the same lesson. Data from self-reflection and peer feedback were collected and analyzed. Results from coding found three categories ranging from teaching method of the specific mathematics topic to general teaching techniques. There is clear evidence that reflective practice in teaching was developed through video-based reflection. Specifically, there were changes in how the PMTs noticed and interpreted events happened in the lesson.