The views of pre-service mathematics teachers about lesson video records as representation of teaching

In recent years, representations of teaching have been utilized in teacher education in an increasing manner. In this research, lesson video records which are one of the representations of teaching were shown to pre-service mathematics teachers. They were asked for their views about the usage of this video records as representation of teaching in teacher education and their contents. This research is based on qualitative methods. The participants consisted of six pre-service mathematics teachers enrolled in a state university in Ankara during the fall and spring terms of 2012-2013 academic year. Pre-service teachers were watched math lesson video recorded in three different countries. The data were gathered by interviews and written documents. We used qualitative research techniques used in the grounded theory; such as open, axial and selective coding to analyze the gathered data. Our study reveals the aim and effects of video usage as a representation of teaching. We also found that it is a great opportunity for pre-service mathematics teachers to show teaching methods and techniques and gain experience. It provides visualization about real class environment. In this way, it bridges the gap between theoretical knowledge and practice. The result of the research show participants? capability of desinging lessons with teacher-oriented, moreover emphatizing with students with the help of student-oriented learning. Besides all these, participants reported that using lesson video records in teacher education is very useful from several aspects. In the light of pre-service teachers? views, it can be stated that they tended to use the experiences gained during this research in their professional lives. Key Words: Representation of teaching, lesson video records, pre-service mathematics teacher, teacher education.