id: 06356411
dt: a
an: 2014f.00247
au: Star, Jon R.; Lynch, Kathleen; Perova, Natasha
ti: Using video to improve preservice mathematics teachers’ abilities to
attend to classroom features: a replication study.
so: Sherin, Miriam Gamoran (ed.) et al., Mathematics teacher noticing. Seeing
through teachers’ eyes. London: Routledge (ISBN
978-0-415-87862-3/hbk; 978-0-415-87863-0/pbk; 978-0-203-83271-4/ebook).
Studies in Mathematical Thinking and Learning Series, 117-133 (2011).
py: 2011
pu: London: Routledge
la: EN
cc: C70 D20 C39 C49
ut: teacher noticing; teaching-learning process; mathematics classroom;
teachers’ abilities
ci:
li:
ab: Summary: We report on a replication study related to one particular and
potentially promising use of video technology in preservice teacher
education ‒ the effect of viewing classroom videos on teachers’
abilities to notice salient features of classroom instruction. We begin
with the premise that, although preservice teachers spend a substantial
amount of time observing other teachers’ practices, what they learn
as a result of these observations is unclear. Being a good observer of
another’s practice is a learned skill, and one reason preservice
teachers’ observations of practice may not be fruitful is that these
teachers may not have developed the ability to understand the
complexity of the classroom and the full range of events that can be
observed. Only after developing such an appreciation of the complexity
of the classroom can preservice teachers develop the subsequent and
critically important skill of noticing important features of classroom
instruction. In this study, we focus on ways that the medium of video
can be helpful in improving preservice teachers’ abilities to attend
to the full range of events in classrooms, which we view as a precursor
skill to noticing important features of classrooms.
rv: