9. Designing for Teacher Learning: Video-Based Curriculum Design

Fevre, Deidre M. Le

doi:10.1016/s1479-3687(03)10009-0

Cited by 49 publications

(46 citation statements)

References 6 publications

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“…Finally, video is only a tool for learning. The tasks and structures for learning and the nature of facilitation with video need to be coordinated in such a way to capitalize on what video has to offer (Le Fevre 2004).…”

Section: Video For Teacher Learningmentioning

confidence: 99%

The influence of video clubs on teachers’ thinking and practice

Es¹,

Sherin

2009

J Math Teacher Educ

281

130

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This article examines a model of professional development called ''video clubs'' in which teachers watch and discuss excerpts of videos from their classrooms. We investigate how participation in a video club influences teachers' thinking and practice by exploring three related contexts: (a) teachers' comments during video-club meetings, (b) teachers' self-reports of the effects of the video club, and (c) teachers' instruction across the year. Data analysis revealed changes in all three contexts. In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year. In interviews, teachers reported having learned about students' mathematical thinking, about the importance of attending to student ideas during instruction, and about their school's mathematics curriculum. Finally, shifts were also uncovered in the teachers' instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the classroom, probed students' underlying understandings, and learned from their students while teaching.

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Section: Video For Teacher Learningmentioning

confidence: 99%

The influence of video clubs on teachers’ thinking and practice

Es¹,

Sherin

2009

J Math Teacher Educ

281

130

View full text Add to dashboard Cite

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“…It can capture the complexity of classroom interactions and allow students to replay events and thus see important features that escaped them on first viewing. It provides vast amounts of rich detail using images and sound that capture the immediacy of a real classroom that all students can draw upon as common examples of authentic learning experiences (Jacobs, Kawanaka, & Stigler, 1999;LeFevre, 2004;Perry & Talley, 2001;Stigler & Hiebert, 1999). However, as LeFevre (2004) cautions, The problem that is often overlooked is that video of itself is not a curriculum….Video is rather a medium which can be developed into a resource and used in specific ways to enhance learning.…”

Section: Introductionmentioning

confidence: 99%

Relecting on Teaching Practices Using Digital Video Representation in Teacher Education

Newhouse

Lane

Brown

2007

AJTE

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“…One powerful tool that has been used to facilitate reflection in pre-teacher education is video recording (LeFevre, 2004). This enables pre-service teachers to capture the complex nature of the teaching practice that occurs in a classroom.…”

mentioning

confidence: 99%

Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-service Teachers

Tülüce¹,

Çeçen²

2016

EDUC SCI-THEOR PRACT

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This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre-and post-self-evaluation reports as well as pre-and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum.These findings have implications for the impact of practicum for future teacher education programs.

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9. Designing for Teacher Learning: Video-Based Curriculum Design

Cited by 49 publications

References 6 publications

The influence of video clubs on teachers’ thinking and practice

The influence of video clubs on teachers’ thinking and practice

Relecting on Teaching Practices Using Digital Video Representation in Teacher Education

Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-service Teachers

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