Using Digital Video Recordings in Class Activities for Enhancing Mathematics Pre-Service Teachers’ Reflective Thinking

Abstract

Digital video recordings (DVRs) have become an effective tool in sustainable teacher education. In the current study, our aim was to investigate the impact of utilizing mobile applications for DVRs in classroom activities, designed to address misconceptions of mathematical concepts, on pre-service teachers’ capacity of reflective thinking. Two groups of approximately 10 PSTs participated in an education program. The participants learned as third-year students in the Department of Mathematics Education. Interviews and digital video-recorded observations were used as data collection tools. Deductive and inductive content analysis would be used as data analysis tools. The study showed that the DVR environment constituted a sustainable educational environment that supported PSTs’ development in writing reflections on their mathematics teaching. These results underscore the significance of using digital platforms for PSTs’ education, particularly for promoting metacognitive thinking practices such as reflective thinking.