This study documents the effects of exemplar video observation on the development of deep questioning skills of preservice teachers (PSTs) with (experimental) and without (control) direct depth of knowledge instruction in a mathematical content course for K–8 preservice teachers. In particular, we examine the questioning strategies used by preservice teachers in written responses related to Common Core–aligned videotaped math lessons. Data was analyzed to develop multitiered general categories and levels of questions used by the PSTs. Through an examination of the trending categories and question levels relational to the videos we offer suggestions for preservice teacher education courses.
Session Type: Brief Research Report