Supporting Data for "Professional Development for Mathematics Preservice Teachers in China: A Dynamic-Visualization-supported-Dialogic-Teaching (DVsDT) Approach"

The thesis introduces a Dynamic-Visualization-supported-Dialogic-Teaching (DVsDT) PD framework for Chinese secondary mathematics preservice teachers (MPSTs). The thesis aims to investigate changes and dynamics in MPSTs’ dialogic teaching practices in technology-enhanced classrooms during their semester-long teaching practicum (Study one), compare the similarities and differences in MPSTs’ perceptions of dialogic teaching and dynamic visualizations (Study two), and examine MPSTs’ knowledge acquisition and learning profiles in technology-mediated dialogic teaching throughout the PD program (Study three).

The dataset includes transcripts of classroom video recordings, questionnaires, responses from teachers and students, interview protocol, transcribed interview texts, and three sets of response data for the coding tests.