Search results for: Video technology
Page 4/14 136 items
In this study, the authors investigated the impact of two instructional strategies for using classroom video in the context of university-based teacher education on pre-service teacher learning. The authors developed two video-based modules, one using video to illustrate rules, the other using video to elicit preservice teachers’ knowledge, from which they then derived rules. . They found the two instructional strategies to be differentially effective, making distinct contributions to initial pre-service teacher learning. The findings revealed that learning environments based on the rule-example strategy fostered the reproduction of factual knowledge and its application to observe and evaluate authentic classroom sequences, whereas the example-rule strategy fostered the application of knowledge to plan a lesson and to identify challenges in a situative way.
Updated: Aug. 08, 2016
Pre-service teachers make extensive use of material found during internet searches, much of it purporting to exemplify ‘good’ practice, the authors were interested to know what sense they make of such material. By encouraging pre-service teachers to reflect and comment on the practices being promoted in this way, the authors wanted to hear what they focused on, their initial views of the teaching and learning shown in the video, and how their views were formed and affected by engaging in discussion.
Updated: Jul. 31, 2016
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
This article describes an innovative teaching approach that uses a fund-raising activity as a method of acquiring social entrepreneurship (SE) skills and knowledge. The programme involved students working with different stakeholders in an interactive learning environment to generate real revenue for social enterprises. The three main areas of contribution made in this study are: (1) to provide an insight into how SE education can be delivered more effectively through the use of real world projects; (2) enhance the understanding of the nature and use of a collaborative learning approach within higher education; and (3) provide a model on which university lecturers can build to help students develop the required skills and competences of a social entrepreneur.
Updated: May. 18, 2016
This paper presents a schema-based framework for analyzing teachers’ video-aided reflection on their own teaching. Results emphasized the importance of participants’ prior knowledge as a major influence on their ability to reflect.
Updated: May. 03, 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
This study aims to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice.
Updated: Jan. 26, 2016
Prospective Mathematics Teachers’ Sense Making of Polynomial Multiplication and Factorization Modeled with Algebra Tiles
This study examines prospective secondary mathematics teachers’ understanding and sense making of representational quantities generated by algebra tiles, the quantitative units inherent in the nature of these quantities, and the quantitative addition and multiplication operations—referent preserving versus referent transforming compositions—acting on these quantities. Two student–teachers constantly relied on an additive interpretation of the context, whereas three others were able to distinguish between and when to rely on an additive or a multiplicative interpretation of the context. The results indicate that the identification and coordination of the representational quantities and their units at different categories are critical aspects of quantitative reasoning and need to be emphasized in the teaching–learning process.
Updated: Jan. 26, 2016
This research examined how 240 teachers in 15 classrooms described their experiences of their learning to compose with digital video (DV). The findings described composition connections they made between print and video, successes and frustrations they experienced in learning DV, additional technical instruction they wanted, and the curricular relevance they perceived with DV in the classroom.
Updated: Jan. 10, 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