Search results for: Santagata Rossella
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Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation
In this study, the authors examined whether preservice teachers’ experiences with video analyses during teacher preparation had long-lasting effects on their reflective practices once they entered the profession. Specifically, they examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation, continued to do so when they reflected on their teaching effectiveness as full-time teachers. The authors found that teachers who attended the video-enhanced course during teacher preparation outperformed their counterparts in both the quality of evidence they drew upon and their attention to individual or subgroups of learners. The results highlight that different teachers thought differently about their lessons when asked whether they were effective.
Updated: Aug. 29, 2018
Learning To Teach Mathematics And To Analyze Teaching Effectiveness: Evidence From A Video- And Practice-Based Approach
This study examines the impact of a video- and practice-based course on prospective teachers’ mathematics classroom practices and analysis of their own teaching. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it further during instruction and in conducting evidence-based analyses of their own teaching.
Updated: Jun. 06, 2016
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
The present study examines the development of a specific sub-skill for studying and improving teaching—the generation of hypotheses about the effects of teaching on student learning. The authors compared between two groups of elementary preservice teachers (PSTs): one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Findings reveal that PSTs at the beginning of the program struggled to generate hypotheses with relevant evidence, often equating teacher behavior or student correct answers as evidence of student understanding.
Updated: Dec. 28, 2015
In this article, the authors argue that teacher education programs should equip future teachers with skills for engaging in productive collaboration focused on improving instruction. The authors found that pre-service teachers’ initial conceptions of collaboration do not necessarily match with the kind of collaboration expected of them in professional development settings such as lesson study or professional learning communities. With support, pre-service teachers can learn to collaborate and find collaboration useful. Finally, collaboration in fieldwork settings can further develop collaboration skills.
Updated: Jul. 13, 2015
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching
This study investigates the impact of the Lesson Analysis Framework (LAF) on preservice teachers’ abilities to analyze lessons through an experimental design. The intervention was implemented as part of a course in the teacher preparation program for secondary teaching at a large public university in Italy. The participants were randomly assigned to LAF group and Teaching Rating Framework (TRF) group. The findings revealed that participants who used the LAF as a lens for reflecting on a videotaped lesson during an intervention improved their unprompted analysis of a novel lesson after the intervention, whereas the reflections of participants who used an alternative framework, the TRF, did not change over time.
Updated: Sep. 25, 2011
The paper describes the theoretical framework, research base, structure, and content of a video-based professional development program. This program was implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools.First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Changes that were made to the program to address teachers’ needs in the 2nd year are then described.
Updated: Mar. 23, 2009
The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience
Mathematics teacher educators implemented a video-based program on lesson analysis at the University of Lazio, Italy. The purpose of the project was to explore what preservice teachers can learn from the analysis, and how their analysis capabilities can be improved and measured. The teachers' analysis ability was assessed before and after the program through comments on events, coding for five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies.
Updated: Jan. 28, 2008