Improving the Professional Awareness of Mathematics Teachers and Teacher Instructors Using Video-Based Curiosity-Driven Discourse—a Case Study

This paper describes and analyzes three cases to show the impact that curiosity-driven (CD) discourse based on self-video can have on the professional awareness and noticing skills of mathematics teachers and instructors of mathematics teachers. The findings indicate that CD discourse raises awareness of heretofore unnoticed events in the lesson, and improves the mathematical and pedagogical knowledge, teaching skills, and efficacy of teachers and instructors. This study combines pedagogical content knowledge (PCK) of teachers with Mason’s “levels of awareness” model in studying, from an epistemological point of view, the contribution that CD discourse makes to growth of professional awareness in mathematics teachers and instructors. Thus, this study contributes to the theoretical and practical understanding of the growth of mathematics teachers as teachers and as teacher instructors, in their professional awareness, noticing skills, and attention shifting.