Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!

International Journal of Educational Technology in Higher Education, Journal Year: 2022, Volume and Issue: 19(1)

Published: May 23, 2022

Abstract When analyzing classroom video, pre-service teachers can improve their professional vision, that is, ability to notice important events in a and interpret them based on theoretical knowledge. However, learning with video is especially challenging for novice learners. Thus, needs be embedded into an instructional context effective. In experimental study 89 biology teachers, we investigated the effect of short vision training whether two design principles from multimedia research—namely segmenting self-explanation prompts—could additionally increase effects. one-hour session small-group tutoring strategies, participants watched practice examples either as whole or segmented. After each segment, respectively, they received open focused prompts analyze scene. We assessed participants’ skills before after training. Overall, performance substantially increased pretest posttest. Moreover, during training, both segmented led noticing relevant strategies. This advantage however, did not result higher improvement posttest scores compared who worked less supported phase conditions. discuss possible explanations why additional support but gains suggest fading means achieve persistent

Language: Английский

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360° Video in teacher education: A systematic review of why and how it is used in teacher education

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 135, P. 104349 - 104349

Published: Sept. 22, 2023

Language: Английский

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In-Service Mathematics Teacher’s Professional Noticing of Exemplary Video Lessons Through Two Frameworks: An Exploratory Study in China

ECNU Review of Education, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 2, 2025

Purpose This study aims to investigate the noticing ability of Chinese in-service mathematics teachers (ISTs) when observing exemplary lessons online using two different frameworks. Design/Approach/Methods The 24 ISTs was examined based on three dimensions: agent, topic, and stance. data were collected qualitatively through guided questions during video observation activity, their levels analyzed existing Findings Utilizing Focused Framework, exhibited a greater breadth depth noticing, in relation both students’ mathematical thinking teaching pedagogies. Their abilities surpassed those utilizing an Open with enhanced sensitivity adapting strategies better address reasoning. also revealed limitations current practices classroom teacher reflections. Originality/Value provides valuable insights into effectiveness various frameworks enhancing skills. It highlights importance further research within Eastern contexts. findings have significant implications for teachers’ professional development, advocating integration education programs improve discern critical elements pedagogical practices.

Language: Английский

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Practical measurement for equity and justice

Frontiers in Education, Journal Year: 2025, Volume and Issue: 9

Published: Jan. 3, 2025

What does it mean and how look for practical measurement - a cornerstone of improvement science methods to support equity justice in schools? Practical measures are not, themselves, “silver bullet” that will make school systems more equitable just, but we propose they may ways reflecting on understanding the current system lead shifts organizational routines. This author proposes 5 routines position as resource just processes. These are: (1) Attending reflect day-to-day practices processes justice; (2) Identifying instructional moves teachers can test advance (3) Positioning students take ownership over learning environment; (4) Developing interpretations identity shapes/ is shaped (5) Surfacing building minoritized students’ strengths. five examined context development effort between WestEd CARE Network at High Tech Graduate School Education. collaboration led measure focused experience status hierarchies math classrooms. The authors consider teachers’ uptake use these tools relative justice.

Language: Английский

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Toward an analytical model for noticing interaction patterns in creative collaborative mathematical reasoning

Mathematical Thinking and Learning, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 19

Published: Jan. 29, 2025

Language: Английский

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