Search results for: Sullivan Patricia
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This article reports on an exploratory project in which the authors designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video. The authors conclude that the interactive video approaches developed in this project used video of near-peer preservice teachers to trigger the observations of both experts and novices, with the experts’ observations used to guide preservice teachers’ classroom awareness.
Updated: Dec. 11, 2016