Exploring the Influence of Accomplished Teachers' Video and Commentary Pairing on Teacher Candidates' Noticing and Thinking about Practice

Autor/inn/en	Hougan, Eric; Johnson, Heather; Novak, Daniel; Foote, Chandra; Palmeri, Amy
Titel	Exploring the Influence of Accomplished Teachers' Video and Commentary Pairing on Teacher Candidates' Noticing and Thinking about Practice
Quelle	In: Journal of Technology and Teacher Education, 26 (2018) 2, S.217-248 (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Video Technology; Preservice Teachers; Teacher Attitudes; Educational Practices; Teacher Education Programs; Decision Making; Reflective Teaching; Teaching Methods; Thinking Skills; Student Attitudes; Skill Development; Surveys; Teacher Evaluation; Student Evaluation; Lesson Plans; Outcomes of Education; Mixed Methods Research + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungspraxis; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Survey; Umfrage; Befragung; Teacher appraisal; Lehrerbeurteilung; Schulnote; Studentische Bewertung; Lesson planning; Unterrichtsplanung; Lernleistung; Schulerfolg
Abstract	Teacher preparation programs are facing increased demands to link pre-service teachers to expert teachers. Literature has highlighted that utilizing accomplished teacher videos has the potential to buttress pre-service teachers' professional learning. Over the last decade, several platforms have been developed that offer expert teacher videos and provide windows into expert practice. In general, though, the current video-based systems are limited because they do not shed light on the teacher's thinking, planning, analysis, and reflection from the accompanying video. This article examines the efficacy of a platform that brings forward accomplished teachers' thinking alongside their videos. The empirical evidence from this study indicated that, from the pre-service teachers' perspective, the pairing of video and commentary helped them unpack the complexities of decision-making that accomplished teachers engage in when they plan, teach, and reflect on practice. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01