Video viewing in teacher education and professional development: A literature review

Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach

http://www.selfdeterminationtheory.org/wp-content/uploads/2015/01/2015_KiemerGroschnerPehmerSeidel.pdf

Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science

This article provides a research synthesis on the use of video in pre-service teacher education. Common ideas and evidences concerning the use of video in pre-service teacher education are reviewed. Based on the state-of-the-art in using video, fi ve research-based heuristics are derived. Research fi ndings of a number of studies are further used to illustrate the specifi cation of heuristics. Specifi cally, a set of rules of thumb about when, how, and why to use video is presented to clarify the strengths and limitations of video as a medium to support pre-service teacher learning.

Five research-based heuristics for using video in pre-service teacher education

There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional approaches might effectively exploit the potential of video in teacher education. In this study we explored the use of two video-based university courses, one representing a cognitive instructional strategy integrating video, the other representing a situative strategy. Using data from learning journals we analyzed the effects of the two strategies on pre-service teachers’ (N = 28) ability to reflect on classroom video. We found that the two strategies have distinct impacts on the kinds of reflection patterns that are fostered. Our findings suggest that the learning goal and purpose at hand should determine which instructional strategy should be employed when embedding classroom video into teacher education courses.

Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection

Video is commonly used in teacher preparation programs. Teacher educators use video for various purposes. In this study, we describe the Learning to Learn from Mathematics Teaching project. In this project, video is used to develop pre-service teachers’ (PSTs) orientations, knowledge and skills for analyzing and reflecting on mathematics teaching in ways that generate knowledge for improvement. We discuss the ways we have used video in a course aimed at developing elementary PSTs’ abilities to learn from teaching. In addition, we report on a study that investigated PSTs’ changes in lesson analysis abilities as a result of participating in the course.

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Using video to teach future teachers to learn from teaching

Traditionally, classroom teaching in the United States has been viewed as a profession to be exercised in privacy behind classroom doors. Recently, efforts have called for teachers to share their experiences and learn from each other, and various forms of professional development centered on collaboration have become popular. Lesson study groups (Lewis, 2009) and professional learning communities (Hord, 1997) are two examples. Notably, the field of education has begun to valorize those teachers who have the “courage” to make their teaching visible. New heroes of teaching are replacing those teachers of the year who only a few can emulate. These new heroes are teachers who “open their classroom doors and, rather than evaluating each other, begin studying their practices as a professional responsibility common to all” (Hiebert, Gallimore, & Stigler, 2003, p. 56). This shift in culture requires that teachers learn new skills. A review of the literature on professional learning communities identified the ability to analyze and reflect on practice and to engage in productive discussions of teaching and learning as crucial to the effectiveness of teacher groups (Vescio, Ross, & Adams, 2008). In a quasi-experimental

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Preparing Future Teachers to Collaborate.

A yearlong professional development project investigated types of discourse and argumentation that students engage in, participation structures and routines that teachers can include to support students, and types of tasks that promote mathematical argumentation.

Tools to Support K–2 Students in Mathematical Argumentation

We believe teaching for understanding begins with the development of a few essential orientations. Teachers must have an appreciation for studentcentered mathematics teaching, valuing an approach that builds on student thinking. In addition, teachers must appreciate the complexity of students’ mathematical thinking and ideas. Once these orientations are in place we can attend to student thinking in ways that draw inferences about their understanding (Carpenter, Fennema, Peterson & Carey, 1988; Ma, 1999) and use those inferences to further probe, uncover and extend the complexities of student thinking. We contend this is possible through the value of “why.” Asking “why?” when teaching mathematics has benefits for both students and teachers. The benefits for students have been highlighted by several authors (Hufferd-Ackles, Fuson, & Sherin 2004; Lampert 2001; Stein, Engle, Smith, & Hughes 2008; Stein, Smith, Henningsen, & Silver 2000). Among others, Hiebert and colleagues (1997) discuss how through the verbalization of their thinking students reach deeper understanding of the mathematical ideas they are working with. When students are asked to reflect on their thinking they form new relationships among mathematical ideas and check old ones. In addition, when student thinking is made visible in the classroom, opportunities are created for students to challenge each other’s ideas and ask for clarification. In this paper, we illustrate these benefits through a classroom example.

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The Value of Why for Student and Teacher Learning

In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.

Jody Guarino

Papers

Using video to teach future teachers to learn from teaching

Preparing Future Teachers to Collaborate.

Tools to Support K–2 Students in Mathematical Argumentation

The Value of Why for Student and Teacher Learning

Our Children Are Not Numbers