Search results for: Observations
Page 1/2 17 items
Investigating teacher learning in Lesson Study: the important link between reported observations and change of plans
This study explores the processes of collaborative teacher learning in a Lesson Study group at a lower secondary school in Norway. In this context, teacher learning is understood from a sociocultural perspective, as making sense of the world, solving problems and exploring new perspectives through social interaction. Audio-recorded teacher discussions are analysed, using a coding system adapted to identify whether teachers’ reports of observations from the classroom are related to interpretation, evaluation and further planning. Findings reveal a strong link between reported and interpreted observations, evaluation of student learning and teaching, and further planning. The article suggests that the sharing phase of the post-research lesson discussions provided the foundation for this relationship. Planned observations operationalised through observation forms contributed to rich reports of observations from several observers. The collaborative sharing process opened up for extended perspectives on the research lessons. However, the most crucial aspect for teacher learning was shared ownership of challenges and a common wish to change and improve the next lesson. These findings contribute to enlighten the potential of teacher learning processes in Lesson Study.
Updated: May. 09, 2022
Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework
The authors report on the development of two observation rubrics—secondary math and science—that embody the aims and values of their teacher education program, specifically, equity and humanizing pedagogy, and the results of their examination of the reliability of ratings of teaching practice generated using these rubrics. They discuss the various sources of measurement error and the implications for further developing and using the observation rubric in their program.
Updated: Jun. 02, 2019
This study aimed to identify what mentors observe and record as pertinent towards providing feedback. The participants were 24 mentors. The results revealed that mentors’ observations with both positive and constructive criticisms clustered around three broad dimensions, namely: (1) visual, (2) auditory and (3) conceptual. The findings reveal that the mentors’ constructive criticisms were mainly based around the auditory dimension.
Updated: Aug. 26, 2018
The current study examines one ‘educative experience purposefully embedded in meaningful pedagogical experiences’ using the three-level model of teacher learning. Findings indicate preservice teachers derived a range of learning from the educative experience, and most were found to be surfacing, confronting, and beginning to replace naïve notions of teaching, learning, and assessment.
Updated: Jan. 02, 2017
This study examined the observed relationships between students’ technology use and the technologies and classroom environments that teachers arrange for them. The results warrant three areas of discussion: interpretation of the correlations, the observation process, and the use of the NETS in evaluation. The authors argue that educational planners need to be aware of these pedagogical pressures and relate them to their own priorities, since a technology implemented in response to one need may have unintended consequences. Furthermore, these observations provided several guidelines for observation practice.
Updated: Mar. 07, 2016
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.
Updated: Dec. 21, 2015
The authors present a case study of how the core concepts of neuroscience can be brought to in-service teachers—the BrainU workshops. They then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers.
Updated: Jan. 19, 2014
This study examined the strategies that mentors adopted in giving actual feedback and the interns' perceptions of this feedback. Eleven participants in this study were five TESOL mentors, one Internship course instructor, and five MA student teaching interns. The mentors’ strategies included a number of strategies considered to be effective in giving intern-friendly or constructive feedback in teacher education contexts, such as the use of questions, the delivery of compliments before criticisms or specific suggestions. The findings reveal that the teaching interns’ comments seemed to indicate that they felt pleased with the feedback they received. The authors recommend that mentors pay special attention to affective factors when giving feedback to the interns to create the rapport with the latter and a favorable atmosphere for their learning.
Updated: Dec. 22, 2013
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
Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum
Using a mixed-methods research approach, the authors evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms. The results reveal that the majority of teachers showed evidence of culturally responsive practices. Furthermore, the findings show that the students were able to describe examples of teachers caring for them as culturally located individuals.
Updated: Dec. 25, 2012