Videostimuloidun reflektion koettu tuki matematiikan ohjatussa harjoittelussa vuosiluokilla 1–6

Support from video stimulated reflection experienced by teacher students in mathematics teaching practicum in grades 1–6

Authors

DOI:

https://doi.org/10.31129/LUMAT.10.1.1619

Keywords:

videostimuloitu reflektio, matematiikka, ohjattu harjoittelu, videostimulated reflection, mathematics, guided training

Abstract

Tutkimuksessa tarkastellaan, kuinka luokan- ja erityisluokanopettajaopiskelijat kokivat videostimuloidun reflektion tukevan heitä matematiikan ohjatussa harjoittelussa. Tutkimuksen aineisto kerättiin syksyllä 2019 ja syksyllä 2020; siihen osallistui 36 perusharjoittelun opiskelijaa, joista 33 osallistui videostimuloituun reflektioon ja kolme perusteli, miksi he eivät käyttäneet videoita ohjauskeskustelun tukena. Tutkimusaineisto analysoitiin määrällisesti pääkomponenttianalyysin avulla muodostuttujen summamuuttujien keinoin ja laadullisesti sisällönanalyysiin perustuen. Tulosten perusteella opiskelijat kokivat videostimuloidun reflektion hyödylliseksi etenkin oman toiminnan tiedostamisen ja oman matematiikan opetuksen kehittämisen näkökulmista. Videoiden tarkastelu auttoi opiskelijoita palauttamaan mieleen tunnin kulun ja huomaamaan asioita, joita opetuksen aikana ei havaitse. Videot ja niiden tarkastelu auttoivat opiskelijoita kehittämään puhetta sekä yleisesti että matematiikkaan liittyen. Opiskelijat kokivat, että videoiden tarkastelu antoi realistista palautetta ja reflektointi auttoi kehittymisen suuntaamisessa. Videonäytteiden tarkastelu antoi tukea opetustilanteiden organisointiin ja vuorovaikutukseen oppilaiden kanssa. Videointi koettiin kannustavana eikä videointi yleisesti häirinnyt opetustilanteita. Opiskelijoiden suhtautuminen videoiden tarkasteluun ohjaustilanteessa oli myönteistä; tärkeäksi he kuitenkin kokivat säilyttää päätäntävaltansa videostimuloidussa reflektiossa itsellään. Perusteluissa videoinnin hyödyntämättömyyteen nousivat esille puuttuva kuvauslupa, videoinnin käytännön toteutus ja arastelu videon näyttämiseksi. Tämän pilottitutkimuksen tulokset rohkaisevat kehittämään videostimuloidun reflektion käyttöä myös muiden oppiaineiden ohjatussa harjoittelussa.

Abstract in English

The study examines how primary and special education teacher students experienced the support of video-stimulated reflection in mathematics teaching practicum. The data was collected in autumn 2019 and autumn 2020.  It consists of 36 student responses. The data was analysed quantitatively using sum variables formed using principal component analysis and qualitatively based on content analysis. Based on the results, the students found the video-stimulated reflection useful, especially considering the perspectives of raising awareness of their own activities and developing their own mathematics teaching. Watching the videos helped the students to recall the course of the lesson and register things they did not notice during teaching. The students experienced that watching the videos provided realistic feedback about their own teaching and the reflection helped their development. Reviewing the video samples provided support for organizing teaching situations and interacting with pupils. Students held positive attitudes toward watching videos in a supervision situation; however, they felt it was important to retain control over the video-stimulated reflection for themselves. The results of this study encourage the development of the use of video-stimulated reflection in teaching practicums in other disciplines as well.

Fulltext in Finnish.

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Published

2022-02-07

How to Cite

Eskelinen, P., & Sormunen, K. (2022). Videostimuloidun reflektion koettu tuki matematiikan ohjatussa harjoittelussa vuosiluokilla 1–6: Support from video stimulated reflection experienced by teacher students in mathematics teaching practicum in grades 1–6. LUMAT: International Journal on Math, Science and Technology Education, 10(1), 49–65. https://doi.org/10.31129/LUMAT.10.1.1619

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