Teachers' Perspectives on Using Video-Recorded Lessons during Professional Development

Autor/in	Coddington, Lorelei R.
Titel	Teachers' Perspectives on Using Video-Recorded Lessons during Professional Development
Quelle	(2017), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Attitudes; Video Technology; Faculty Development; Elementary School Teachers; Mathematics Instruction; College School Cooperation; Urban Schools; Disadvantaged Schools; Reflective Teaching; Algebra; Critical Viewing; Instructional Improvement; Attention; Accountability; California + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fernsehkritik; Unterrichtsqualität; Aufmerksamkeit; Verantwortung; Kalifornien
Abstract	This study examines 40 teachers' perspectives on the use of video-recordings of their own mathematics lessons over two years of mathematics professional development. Data sources included an end of program survey and focus groups transcripts. Findings from this study support the use of personal video-recorded lessons in professional development. Benefits of using personal video included positive influences on teacher planning, instruction, beliefs, and collaboration. Moreover, findings indicate that using teachers' personal video in MPD promotes shifts in teachers' practice. Results suggest that personal video may be a catalyst for promoting shifts in teaching practice by heightening teachers' attention to student thinking, instructional choices, and increasing accountability for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01