The Impact of Video-Based Lesson Analysis on Teachers' Thinking and Practice

Autor/inn/en	Grant, Theresa J.; Kline, Kate
Titel	The Impact of Video-Based Lesson Analysis on Teachers' Thinking and Practice
Quelle	In: Teacher Development, 14 (2010) 1, S.69-83 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Teacher Attitudes; Elementary School Teachers; Faculty; Video Technology; Reflection; Decision Making; Planning; Lesson Plans; Mathematics Instruction; Questionnaires; Interviews; Teacher Collaboration; Observation; Workshops; Academic Standards; Cognitive Processes + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Academic Staff; Lehrkörper; Decision-making; Entscheidungsfindung; Ablaufplanung; Planungsprozess; Lesson planning; Unterrichtsplanung; Mathematics lessons; Mathematikunterricht; Fragebogen; Interviewing; Interviewtechnik; Lehrerkooperation; Beobachtung; Lernwerkstatt; Schulung; Cognitive process; Kognitiver Prozess
Abstract	This paper describes how elementary teachers' thinking and practice developed as a result of video-based professional development designed to promote reflection on the decision making involved in planning for and implementing mathematics lessons. Of the 189 teachers who attended the video-based sessions, 180 completed post-session questionnaires and a subset were interviewed and observed teaching after the sessions. The video-based sessions were designed to embody many of the characteristics of lesson study, but scaled up to involve a large number of teachers. The majority of teachers believed that their ability to question their students and probe their thinking was extended as a result of the sessions. The teachers who were observed were also able to alter their practice in ways that supported student thinking. The results suggest that these video-based sessions have the potential to impact a large number of teachers across diverse districts. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10