The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience

La videoeducazione per la formazione degli insegnanti: sviluppi e prospettive nel Web 2.0

“…Diversi studi attestano l'efficacia di interventi video-based nella formazione degli insegnanti (Santagata, Zannoni, & Stigler, 2007). Il video è stato riconosciuto come (i) valido all'interno di pratiche di modellamento, in quanto non soltanto fornisce un'esemplificazione della pratica, ma impegna gli studenti in un processo di analisi complesso e riflessivo (Santagata & Guarino, 2011); (ii) utile promotore di una riflessione generale e personale -nel caso di auto-analisi -sulla didattica (ad esempio nella pratica del microteaching) (van Es & Sherin, 2002); (iii) efficace strumento in grado di far focalizzare l'attenzione sugli studenti (ad esempio nel video club) (Franke et al, 2001;Santagata et al, 2007;van Es & Sherin, 2008).…”

The Value of Why for Student and Teacher Learning

“…Pre/post test studies have shown that preservice teachers improve their abilities to analyze teaching as portrayed in videotapes of classroom lessons by learning to attend to the details of student thinking and to reason about the impact of specific instructional strategies on student learning (Santagata, Zannoni, &Stigler, 2007;Santagata & Angelici, 2010;Santagata & Guarino, 2011). A study of preservice teachers' paired student teaching experience also supports this approach (Guarino, 2011).…”

A Proposal to Enhance Preservice Teacher’s Noticing

“…Miller, Glover, Averis (2008) define the teacher noticing as the "ability to identify quickly and understand the elements of meaning in an environment" (p. 84); while Jacobs, Franke, Carpenter, Levi, & Battey (2007) point out that it concerns the answer that the teacher gives to what he or she perceives. Other researchers try to acknowledge either the kinds of features that teachers notice (Van Es & Sherin, 2008) or the ways to influence what teachers perceive (Miller et al, 2008;Santagata, Zannoni, & Stigler, 2007). Certainly, the question how teachers make sense of and react to the instructional settings (Santagata et al, 2007;Star & Strickland, 2007) is still valid.…”

“…Other researchers try to acknowledge either the kinds of features that teachers notice (Van Es & Sherin, 2008) or the ways to influence what teachers perceive (Miller et al, 2008;Santagata, Zannoni, & Stigler, 2007). Certainly, the question how teachers make sense of and react to the instructional settings (Santagata et al, 2007;Star & Strickland, 2007) is still valid.…”