Novices Need Time to Be Novices

• In Event: Preparing and Supporting Novice and Experienced STEM Educators for Diverse Populations

Abstract

This study investigated how participating in a video club affected novice teachers’ ability to notice student and interpret student thinking. The participants were five first-year elementary teachers. During their first months of teaching these teachers had four mathematics lessons videotaped; participated in monthly video analysis club meetings; and completed an exit interview. Major findings from the study indicated that these teachers developed in significant ways including: recognizing aspects of their teaching they could change; realizing the value of videotaping themselves and reflecting on their teaching; and recognizing that they could learn from each other. However, the findings also indicated that novices need time to be novices before they can focus on noticing and interpreting student thinking.

Author

• Michele Renea Repass, Stafford County Public Schools