Teachers’ reactions to animations as representations of geometry instruction

Abstract

This study looks at future and novice teachers' responses to and perceptions of a set of animations as representations of geometry instruction. While the future teachers responded more agreeably to the animations, discussion forum and survey data provide evidence that the animations prompted both future and novice teachers to consider how pedagogical decisions affect the classroom environment and how students think about and communicate geometric ideas. Data also suggest that the animations helped both groups refresh their content knowledge.

An Analysis of Evaluative Comments in Teachers’ Online Discussions of Representations of Practice

“…So, researchers of video-based professional development have had little chance to examine the role of evaluation in teachers' discussions. Recently, researchers have started to use animations of classroom scenarios in sustaining teachers' conversations about instructional practice (e.g., Herbst & Chazan, 2006;Herbst & Miyakawa, 2008;Herbst, Nachlieli, & Chazan, 2011;Moore-Russo & Viglietti, 2011;Moore-Russo & Wilsey, 2014;Tettegah, 2005). In our studies with animated classroom stories , we have observed that participants frequently made evaluations of the actions of the cartoon teacher.…”

“…These online forums used animated representations of classroom episodes, where teacher and students had been represented with nondescript cartoon characters. There has been little research in the literature on the use of animations in teacher development (Herbst, Nachlieli, & Chazan, 2011;Moore-Russo & Viglietti, 2011;Moreno & Ortegano-Layne, 2008;Tettegah, Whang, Taylor, & Cash, 2008). An important advantage of the use of nondescript cartoon-based representations of teaching is that it makes it easier for the audience to focus on practices (as opposed to focusing on the individualities of people and settings) and more comfortable for the audience to appraise the cartoon characters' actions.…”

Determining the Effectiveness of a Design–based, Continuous Professional Development Programme for Science Teachers

“…In Clarke's and Hollingsworth's (2002) interconnected model of teachers' professional growth, reflection is one of the mediating processes that connect beliefs and practices. Reflection is this seen as a meaningful way to help improve the teaching practices of veterans and novices, as well as ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ future teachers (van Es & Sherin, 2010;García, Sánchez, & Escudero, 2007;Kersting, Givvin, Sotelo, & Stigler, 2010;Moore-Russo & Viglietti, 2011;Freese, 1999;Sherin & Han, 2004;Moore-Russo & Wilsey 2014). This necessitates teachers questioning themselves about what, how and why they are teaching in a particular way based on defined objectives.…”

Facilitating Teacher Learning When Using Different Representations of Practice

“…Researchers have used animations to provoke conversations among teachers (e.g., Bailey, Tettegah, & Bradley, 2006) and, most recently, there are examples of teacher educators’ uses of animations to support preservice teacher learning (e.g., Chen, 2012; de Araujo et al, 2015; Herbst, Chazan, Chen, Chieu, & Weiss, 2011). Animations have also been used in mathematics courses (Moore-Russo & Viglietti, 2011). However, most research documenting the use of animations in mathematics education is related to the study of teaching.…”