Search results for: Van Es Elizabeth A.
Page 1/1 6 items
In this study, the authors explore how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course. The authors drew on this tool to analyze their own practice after the conclusion of the course. The findings reveal that providing pre-service teachers with tools to analyze teaching can support them in learning to systematically study teaching and learning. In addition, the authors identified the ways that participants construct substantive analyses that meet this criteria. Moreover, they identified alternative approaches participants use for analyzing practice.
Updated: Feb. 13, 2018
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
In this study, the authors explore whether learning to analyze teaching in the context of Learning to Learn from Teaching (LLfT) course influenced secondary preservice teachers’ classroom instruction. The findings show that preservice teachers who systematically analyze teaching can also begin to enact practices to enable them to focus more closely on student thinking during instruction. In particular, they created space during instruction for student thinking to become visible and available for the class to consider, they attended to and took up noteworthy student ideas, and they pursued student ideas.Comparing the two cohorts, the authors observed that the preservice teachers who enrolled to the course, engaged in more student-centered practices compared with a cohort of candidates who did not participate in the course - making space for student thinking and pursuing student thinking.
Updated: Oct. 10, 2016
This study examines the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. The authors then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting.
Updated: Jan. 27, 2016
The study examines the use of video clips from teachers’ own classrooms as a resource for investigating student mathematical thinking. Three dimensions for characterizing video clips of student mathematical thinking are introduced: the extent to which a clip provides windows into student thinking, the depth of thinking shown, and the clarity of the thinking. 26 video clips were rated as being low, medium, or high on each dimension. The analysis suggests that the relationship between the video clip dimensions is most important in predicting whether a video clip will support in-depth conversations of student thinking on the part of teachers.
Updated: Sep. 15, 2009
This study examines mathematics teacher learning in a video-based professional development environment called video clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significantfeatures of classroom interactions, as they participate in a video club.The results suggest that professional vision is a productive lens for investigating teacher learning via video.
Updated: Mar. 23, 2009
The article explores changes in teachers' thinking and learning, following their participation in a video club. The study first investigated the changes in the teachers' talk during video segments, and then identified three paths of noticing the students' mathematical thinking: direct, cyclical and incremental. Finally, the study noted how the video club context influenced the teachers' learning.
Updated: Mar. 31, 2008