Search results for: Schneider Jurgen

This study focused on the effects of different videotaped material on teachers’ cognitive, emotional, and motivational processes. The participants were 10 eighth-grade mathematics teachers, who analyzed videos of their own or other teachers’ classroom instruction.The findings indicate that teachers viewing videos of other teachers are more deeply engaged in analysis of problematic events. This study demonstrates the benefits of comparing teachers’ analysis of their own and others’ videos. The authors pointed out that the individual analysis of one’s own and others’ videos results in differential effects on cognition, motivation, and emotion that may not always be intuitive or easily observable in individual and group settings.