Abstract:

This is an intervention study that explored the effect of using video lesson analysis methodology on the teaching efficacy beliefs and ability to notice of preservice middle/high school mathematics teachers. The sample of the study consisted of 26 female preservice mathematics teachers enrolled in a methods course at the United Arab Emirates University. These participants were divided equally into two groups, experimental and control. The experimental group was involved in video lesson analysis and discussions through Blackboard technology. Both groups wrote analyses of two video lessons, one before the experiment and another at the end of it. Both groups filled out the MTEBI twice, before and after the experiment. It was found that the intervention remarkably improved the ability to notice of the experimental group while little improvement occurred to the control group. The experimental group’s ability to analyze teaching according to the vision of the NCTM was also remarkably improved while that of the control group improved only little. Results showed that teaching efficacy beliefs of both groups significantly improved at the end of the methods course, and the experimental group significantly outscored the control group on the MTEBI at the end of the course. Implications for teacher education programs are discussed.