Exploring the Interactive Use of Video Cases in Scaffolding Prospective Teachers in Learning Clinical Interview Method

Abstract

Numerous studies have shown that the clinical interview method has played an important role in helping educators and researchers to gain deep insight into children’s mathematical thinking, and thereby improve their classroom teaching. However, very little research has been done on the development and design of such training. Therefore, the purpose of this study was 1) to explore the possible benefits of using a new approach to teach clinical interviewing skills, and 2) to investigate how an expert commentary feature can help prospective teachers to learn clinical interview methods. Forty prospective teachers participated in this study and completed a series of carefully designed lessons involving video case analysis with expert commentary. A mixed of qualitative and quantitative method was used to analyzed all the data. The results showed that the prospective teachers found this new approach helpful in learning to conduct clinical interviews.