Understanding affordances and challenges of three types of video for teacher professional development

Teaching and Teacher Education - Tập 27 - Trang 454-462 - 2011
Meilan Zhang1, Mary Lundeberg2, Matthew J. Koehler3, Jan Eberhardt1
1Division of Science and Math Education, Michigan State University, East Lansing, MI, USA
2Department of Teacher Education, Michigan State University, East Lansing, MI, USA
3Department of Educational Psychology & Educational Technology, Michigan State University, East Lansing, MI, USA

Tài liệu tham khảo

Borko, 2008, Video as a tool for fostering productive discussions in mathematics professional development, Teaching and Teacher Education, 24, 417, 10.1016/j.tate.2006.11.012 Calandra, 2008, An exploratory study of digital video editing as a tool for teacher preparation, Journal of Technology and Teacher Education, 16, 137 Cohen, 1960, A coefficient of agreement for nominal scales, Education and Psychological Measurement, 20, 37, 10.1177/001316446002000104 Hammer, 2006 Hatch, 2009, Learning to look beyond the boundaries of representation: using technology to examine teaching, Journal of Teacher Education, 60, 70, 10.1177/0022487108328533 Hiebert, 2007, Preparing teachers to learn from teaching, Journal of Teacher Education, 58, 47, 10.1177/0022487106295726 Hmelo-Silver, 2008, Facilitating collaborative knowledge building, Cognition and Instruction, 26, 48, 10.1080/07370000701798495 Hung, 2006, The 3C3R model: a conceptual framework for designing problems in PBL, The Interdisciplinary Journal of Problem-based Learning, 1, 55, 10.7771/1541-5015.1006 Jacobs, 2007, Video-based research made “easy”: methodological lessons learned from the TIMSS video studies, Field Methods, 19, 284, 10.1177/1525822X07302106 Jay, 2002, Capturing complexity: a typology of reflective practice for teacher education, Teaching and Teacher Education, 18, 73, 10.1016/S0742-051X(01)00051-8 Koc, 2009, Supporting teacher professional development through online video case study discussions: an assemblage of preservice and inservice teachers and the case teacher, Teaching and Teacher Education, 25, 1158, 10.1016/j.tate.2009.02.020 Mennin, 2007, Small-group problem-based learning as a complex adaptive system, Teaching and Teacher Education, 23, 303, 10.1016/j.tate.2006.12.016 Rosaen, 2008, Noticing noticing: how does investigation of video records change how teachers reflect on their experiences?, Journal of Teacher Education, 59, 347, 10.1177/0022487108322128 Santagata, 2009, Designing video-based professional development for mathematics teachers in low-performing schools, Journal of Teacher Education, 60, 38, 10.1177/0022487108328485 Savery, 2006, Overview of PBL: definitions and distinctions, The Interdisciplinary Journal of Problem-based Learning, 1, 9, 10.7771/1541-5015.1002 Scardamalia, 2006, Knowledge building: theory, pedagogy, and technology, 97 Sherin, 2004, New perspectives on the role of video in teacher education, Vol. 10, 1 Sherin, 2004, Teacher learning in the context of a video club, Teaching and Teacher Education, 20, 163, 10.1016/j.tate.2003.08.001 WGBH, 1999 WGBH, 2001 Yerrick, 2005, Too close for comfort: real-time science teaching reflections via digital video editing, Journal of Science Teacher Education, 16, 351, 10.1007/s10972-005-1105-3