The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question &ldquo / To what extent the elementary prospective mathematics teachers&rsquo / noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo / With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics classrooms, and then discuss these cases in an online forum. The research was conducted during the 2008-2009 fall semester. Participants were asked to write reflection papers after watching a video each week. The online discussions took place in Metu Online-Net ClassR online forum, and each discussion was about a long week. The research study was qualitative in nature. Specifically, it was a case study research. Prospective teachers&rsquo / reflection papers on the videos, the online discussions, and interviews with the selected 15 focus participants at the beginning, in the middle and at the end of the study were the data sources. The data were analyzed through the qualitative data analysis techniques. The findings suggested that prospective teachers&rsquo / noticing skills with respect to the teacher and student roles in reform-minded teaching and learning were developed throughout the online video-case based discussions.

Professors need alternative programs to support their online teaching. This dissertation reports an initial study in a long-term research agenda for developing a faculty online teaching solution. The primary purpose of the study is to explore faculty perceptions of a case library to help decision makers and researchers determine whether they would pursue the use of such a tool to support faculty online teaching. The secondary purpose of the study is to generate design knowledge to inform future development of and research on this or similar case libraries. The methodology of this study includes three components: development research, rapid prototyping, and qualitative methods. Development research and rapid prototyping provided a three-stage framework for this study: conceptualization, development, and research. I synthesized the literature to create conceptual models of an Online Teaching Case Library (OTCL) at the conceptualization stage, built a prototype to implement the models at the development stage, and conducted research to evaluate the prototype at the research stage. Qualitative methods guided data gathering and analysis. I recruited seven faculty participants based on a purposeful sampling technique. To gather the data, I followed a three-step data collection process: initial interviews, contextual interviews, and final interviews. This process allowed me to observe and interview faculty participants while they were exploring the prototype. I analyzed the data by following an 11-step procedure synthesized from the works of Miles and Huberman (1994) as well as LeCompte and Schensul (1999a). This study found that on one hand, faculty members might use an OTCL, because they perceived that this tool could support their apprenticeship approach to learning to teach. On the other hand, however, their perceived decision to use an OTCL would also be influenced by the perceptions of the usefulness and usability of the tool. The study identified the initial evidence supporting an OTCL as an online teaching resource and the challenges involved in developing and implementing such a solution. It provides a base for decision makers to determine whether they would adopt this tool. It also offers some design guidance for those who do want to pursue this solution to faculty development.