Video Simulations to Develop Preservice Mathematics Teachers' Discourse Practices

Autor/in	Amador, Julie M.
Titel	Video Simulations to Develop Preservice Mathematics Teachers' Discourse Practices
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2017.1281156
Schlagwörter	Video Technology; Technology Uses in Education; Teaching Skills; Skill Development; Preservice Teachers; Mathematics Teachers; Teacher Developed Materials; Simulation; Preservice Teacher Education; Teaching Methods; Classroom Communication; Discussion (Teaching Technique); Case Studies; Methods Courses; Teacher Collaboration; Scripts; Discourse Analysis; Educational Practices + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Simulation program; Simulationsprogramm; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Case study; Fallstudie; Case Study; Methodisch-didaktische Anleitung; Lehrerkooperation; Skript; Diskursanalyse; Bildungspraxis
Abstract	The incorporation of video technology in teacher education programmes is increasingly prevalent, with teacher educators commonly using three traditional forms of videos: published video, preservice teachers' own videos and colleagues' videos. This study explored a fourth type of video, self-created scripted video simulations in which preservice teachers designed, acted in and filmed mathematics classroom scenarios. The intent was to understand how preservice teachers perceived the process and how they worked through the video simulation process. Preservice teachers considered the technology use beneficial and valued learning from the experience, thus showing promise for incorporating video simulations in teacher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01