Using video to teach future teachers to learn from teaching

Abstract

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.

Invited Lectures from the 13th International Congress on Mathematical Education

“…Roth provided participants with 'four lenses of analysis of lessons' (namely, teaching, learning, task, and power and participation). The Lesson Analysis Framework draws attention to four aspects of the lesson and particularly to connections between them: the learning goal of the lesson, pupils' learning, specific and instructional activities and alternative strategies Santagata and Guarino 2011;Santagata and Yeh 2014;. Participants in Star and Strickland (2008) study used a 'five observation categories framework' to observe a lesson, namely, classroom environment, classroom management, tasks, mathematical content and communication.…”

“…Others (e.g., Blomberg et al 2014;Roth McDuffie et al 2014) used video clips only. Some also used videos of interviews with individual pupils (e.g., Santagata and Guarino 2011;. Some used videos of the participants' own teaching (e.g., , and some interventions were complemented with a field experience (Stockero 2008;Santagata and Guarino 2011).…”

“…Some also used videos of interviews with individual pupils (e.g., Santagata and Guarino 2011;. Some used videos of the participants' own teaching (e.g., , and some interventions were complemented with a field experience (Stockero 2008;Santagata and Guarino 2011). a generalization beyond the class (General).…”

Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching

“…3.3 University-based didacticians' knowledge and professional development Tirosh, Tsamir, Levenson, Barkai, and Tabach (2014) start from the position that using videos as a tool for prompting teachers' learning has been widely established (Jaworski, 1990;Santagata and Guarino 2011;Sherin 2007). They examine the use of video as a tool for promoting inquiry among preschool teachers and didacticians.…”

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).…”