Search results for: Video technology
Page 7/14 136 items
This study focuses on understanding the types of instances that beginning teachers need to notice during instruction, how they currently respond to these instances, and how their responses potentially impact student learning. The authors use the concept pivotal teaching moment (PTM) as an opportune mathematical instances during instruction. In conclusion, the authors argue that the initial PTM framework that has resulted from this work has the potential to be used as a tool to help teachers focus on mathematically rich moments that occur during instruction and to inform teacher educators as they develop activities to support both teacher noticing and teacher decision-making.
Updated: May. 21, 2014
Opportunities for Teacher Learning During Enactment of Inquiry Science Curriculum Materials: Exploring the Potential for Teacher Educative Materials
The work of this study examines the process of interacting with materials and students while thinking about teaching in order to guide curriculum material designers’ thinking about when and how materials might be helpful for teachers. The study followed a seventh-grade science teacher, who enacted five inquiry-based science units with all 5 of her seventh-grade science classes over a 2-year period. The findings describe the teacher’s interactions with materials written to support teachers learning to teach inquiry science. Findings indicate that this teacher’s ideas developed as she interacted with materials and her students. Information about student ideas, task and idea-specific support, and model teacher language was most helpful.
Updated: Apr. 30, 2014
Making Sense of Double Number Lines in Professional Development: Exploring Teachers’ Understandings of Proportional Relationships
This study aims to understand how teachers used their existing knowledge about proportions to make sense of a representation that was new to them and the ways in which their existing knowledge proved to be helpful or unhelpful. The authors identified two knowledge components that were important to the participants’ sense-making activities. The first necessary component of knowledge for making sense of the DNL was coordination. Partitioning was the second critical concept for reasoning with the DNL. They also identified three components that impeded sense-making with the DNL representation. The authors also found three knowledge components participants invoked in these tasks that prohibited effective reasoning with the DNLs.
Updated: Apr. 23, 2014
In this evaluation, quality indicators were used to determine whether video analysis is an evidence-based practice for developing special education pre-service and in-service teachers. Significant findings supported video analysis across all seven studies, and the overall quality of the published research suggests video analysis is a promising practice.
Updated: Apr. 13, 2014
Because Wisdom Can’t Be Told: Using Comparison of Simulated Parent–Teacher Conferences to Assess Teacher Candidates’ Readiness for Family–School Partnership
This study assessed teacher candidates’ readiness for parent involvement. Specifically, the study used a text-based case and carefully selected videos of simulated parent–teacher conferences to explore teacher candidates’ awareness and use of two dimensions of interpersonal communication: responsiveness and structuring. The findings revealed that candidates felt highly confident about their ability to communicate with students’ families; their levels of efficacy did not align with their actual skills: candidates made limited use of a small range of effective communication strategies; and the candidates could discriminate between effective and less-effective models of professional practice.
Updated: Mar. 18, 2014
Teaching teachers how to conduct an observation is a vital step in the analysis of teaching that perhaps is often skipped. To address this gap in teacher preparation, the researchers developed an online workshop for teacher trainees. Data collected from teacher candidates’ observation worksheets and responses to open-ended questions after each of the three online modules indicated that they were able to see, code, and describe the behavior that they were being directed to observe. Therefore, the results showed that this training led to an increased awareness of the teacher’s actions in terms of how they related to or created student involvement.
Updated: Sep. 03, 2013
Quality of Learning Outcomes in an Online Video-Based Learning Community: Potential and Challenges for Student Teachers
The author investigates the learning outcomes of 25 student teachers in an online video-based learning community (VBLC). Based on Biggs and Collis's Structure of Observed Learning Outcomes (SOLO) taxonomy, the majority of comments and feedback were classified as uni-structural, but more sophisticated responses could also be found. The interviews revealed that the student teachers benefited from the opportunities of peer interaction and self-reflection.
Updated: Aug. 21, 2013
Reverberating Echoes: Challenging Teacher Candidates to Tell and Learn From Entwined Narrations of Canadian History
The authors report on a study with teacher candidates to illustrate the importance of explicitly engaging with the ways in which students' historical subjectivity depart from dominant historical narratives of a nation-state’s development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. The authors identify several tensions involved in work with multiple perspectives that shape historical narratives: a struggle to avoid culturally reductive or stereotypical images of otherness, the taming of historical complexity for ease of communication, and something of a fraught encounter with the dissonance as a reverberating echo at the heart of historical identifications and perspectives.
Updated: Aug. 05, 2013
The main purpose of this study was to examine the effectiveness of simSchool in improving participants’ scores in teacher preparation and attitudes toward inclusion. Findings revealed that students who participated in the teaching simulation scored higher on the teacher preparation survey and valued simulations and computer games more.
Updated: Jul. 15, 2013
Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments
Teacher educators examined preservice student teachers’ weekly reflective weblog and videolog journal posts for instances of reflective practice. Differences that emerged provide insights into the nature of multimodal composing practices, the affordances of blogs and videologs as reflective writing spaces, and the ways in which preservice teachers use reflection to inform instructional practice.
Updated: Jun. 25, 2013