Associate Professor Rossella Santagata is delivering a lecture at the University of Hamburg, Germany on November 26: "Learning to Learn from Mathematics Teaching and Teacher Knowledge Improvement over Time."
Classrooms can be powerful contexts for teacher everyday learning. Yet, little is known about the role of teacher preparation in supporting the development of learning-from-teaching competencies. This study examines the impact of a mathematics methods course centered on analysis of practice on teachers’ knowledge improvement over time. Twenty-four teachers, randomly assigned to attend this course or a more typical course during teacher preparation, were followed for two years into the profession. Their knowledge was measured through the Classroom Video Analysis survey prior and at the end of teacher preparation, and at the end of each year of teaching. At the end of the first year, teachers who attended the analysis-focused course outperformed their counterparts on the student-thinking dimension of knowledge. Borderline statistically significant differences were observed in the mathematics-content dimension. Knowledge remained unchanged the second year. Findings provide support for analysis-focused mathematics methods instruction and raise questions for future research.
Currently, Dr. Santagata is a 2018-2019 visiting scholar at the Institut für Erziehungswissenschaft (Institute of Education), Technische Universität, in Berlin, Germany.