Video is commonly used in teacher preparation programs. Teacher educators use video for various purposes. In this study, we describe the Learning to Learn from Mathematics Teaching project. In this project, video is used to develop pre-service teachers' (PSTs) orientations, knowledge and skills for analyzing and reflecting on mathematics teaching in ways that generate knowledge for improvement. We discuss the ways we have used video in a course aimed at developing elementary PSTs' abilities to learn from teaching. In addition, we report on a study that investigated PSTs' changes in lesson analysis abilities as a result of participating in the course.
This study investigates the impact of an observation framework on preservice teachers’ abilities to engage in productive video-based reflections on mathematics teaching. The Lesson Analysis Framework draws from research on expert—novice teacher differences. Its central element is the analysis of the impact of teachers’ instructional decisions on students’ learning of mathematics. Through an experimental design, the effects of this framework on preservice teachers’ abilities to reflect on teaching are compared to the effects of an alternative framework focused on the evaluation of separate elements of instruction. Findings suggest that the Lesson Analysis Framework facilitates preservice teachers’ learning to elaborate on what they observe and to propose alternative teaching strategies. In addition, the framework provides a structure for evidence-based evaluation of observed instruction.
In order to examine the cross-cultural consistency of several patterns of couple communication, 363 participants from four different countries (Brazil, Italy, Taiwan, and the United States) completed self-report measures about communication and satisfaction in their romantic relationships. Across countries, constructive communication was positively associated with relationship satisfaction, whereas demand/withdraw communication was negatively associated with relationship satisfaction. Woman demand/ man withdraw communication was significantly more likely than man demand/woman withdraw communication. Also, some evidence suggested women wanted greater closeness versus independence in their relationships than did men.
This article describes the theoretical framework, research base, structure, and content of a video-based professional development program implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools. First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Problematic questions deal with teachers' (a) basic understanding of target mathematics topics, (b) knowledge of their students' understanding, and (c) ability to analyze students' work and reasoning beyond classification into right and wrong answers. Changes that were made to the program to address teachers' needs in the 2nd year are then described. These are structured around three principles for designing video-based professional development: (a) attending to content-specific understanding, (b) scaffolding analysis of student thinking, and (c) modeling a discourse of inquiry and reflection on the teaching and learning process.
Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.
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