Teacher Learning from Analysis of Videotaped Classroom Situations: Does It Make a Difference Whether Teachers Observe Their Own Teaching or that of Others?

Autor/inn/en	Seidel, Tina; Sturmer, Kathleen; Blomberg, Geraldine; Kobarg, Mareike; Schwindt, Katharina
Titel	Teacher Learning from Analysis of Videotaped Classroom Situations: Does It Make a Difference Whether Teachers Observe Their Own Teaching or that of Others?
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 2, S.259-267 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.08.009
Schlagwörter	Teaching Methods; Video Technology; Protocol Materials; Teacher Motivation; Inservice Teacher Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsprotokoll; Lehrerfortbildung; Unterrichtserfolg
Abstract	This study uses an experimental approach to investigate effects that analyzing videos of one's own versus others' teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N = 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation. Contrary to our assumptions differences with regard to professional vision were not straightforward. In tendency, teachers noticed more relevant components of teaching and learning but were less self-reflective with regard to articulating critical incidents. (Contains 1 figure and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10