Video as a Potential Resource for Student Teachers’ Agency Work

• In Event: Developing Preservice Teachers’ Technological Pedagogical Content Knowledge With Digital Technologies and Communities of Practice

Abstract

In this paper, we explore the ways in which the collaborative investigation of video cases embedded in a Finnish teacher education programme affords opportunities for student teachers’ agency work and supports their professional identity formation as future teachers of mathematics. Via our sociocultural analyses of student teachers’ written reflections, we illuminate (a) the nature of students’ discourses over the course and (b) how the students position and identify themselves in their discursive reflections. The results illuminate the ways in which the student teachers elaborate on their developing experiences and knowledge(s) as powerful resources to be learned from and acted upon, which constitute taking a reflective, inquiring stance to teaching profession.

Authors

• Kristiina P. Kumpulainen, University of Helsinki

• Auli Toom, University of Helsinki

• Merja Annika Saalasti, University of Oulu