Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development

Autor/inn/en	Zhang, Meilan; Lundeberg, Mary; Koehler, Matthew J.; Eberhardt, Jan
Titel	Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 2, S.454-462 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.09.015
Schlagwörter	Problem Based Learning; Science Teachers; Teaching Methods; Video Technology; Case Studies; Educational Technology; Comparative Analysis; Protocol Materials; Inservice Teacher Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Unterrichtsmedien; Unterrichtsprotokoll; Lehrerfortbildung; Unterrichtserfolg
Abstract	Although researchers have reported positive effects on teacher learning from observing published video, teachers' own video, and their colleagues' video, very few professional development programs have integrated all three types of video to improve teacher learning. In this study, we examined the affordances and challenges of the three types of video when they were used in a Problem-Based Learning professional development program, drawing upon multiple data sources from 26 K-12 science teachers. We present a case study to illustrate how one teacher might learn from each type of video, and conclude with recommendations for using video in professional development. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10