This research explores the experience of 81 elementary pre-service teachers who transcribed their microteaching lessons during a university mathematical methods course. Pre-service teachers were required to plan and teach mathematics lessons. They audio-recorded their teaching, transcribed the recordings, wrote guided reflections, and conversed with the professor to identify areas of strength and growth in their teaching. The following themes were identified: transcription as noticing events, transcription as noticing presentation, benefits of transcription, transcription as a reflective practice, and audio-recording and transcription recommendations. Transcriptions may be effective tools for reflecting about teaching.
Student-centered learning communities require intentionality, reflection, and an endearing commitment to care. This chapter demonstrates that despite years of experience teachers can still experience disillusionment when the ideals they hold tightly are challenged. During times of disillusionment and struggle it can become easier to let go of personal ideals of care for individual students, the collective learning community, and for teacher's self-care. However, students are competent human beings who can rise to the challenge of caring for each other in beautiful ways, reminding us all of the importance of student-centered learning.
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