Novice Teachers' Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation

Autor/inn/en	Santagata, Rossella; Taylor, Karen
Titel	Novice Teachers' Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 18 (2018) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Beginning Teachers; Teacher Effectiveness; Longitudinal Studies; Video Technology; Common Core State Standards; Thinking Skills; Comparative Analysis; Control Groups; Faculty Development; Elementary School Teachers; Elementary School Mathematics; Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Student Teaching; Preservice Teacher Education; Surveys; California + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Common core curriculum; Curriculum; Kerncurriculum; Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Teaching practice; Unterrichtspraxis; Lehramtsstudiengang; Lehrerausbildung; Survey; Umfrage; Befragung; Kalifornien
Abstract	This study examines whether preservice teachers' experiences with video analyses during teacher preparation have long-lasting effects on their practices once they enter the profession. Specifically, the authors examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation continued to do so when they reflected on their teaching effectiveness as full-time teachers. A group of elementary school teachers who attended a video-enhanced mathematics methods course were compared to a control group at the end of their first year of full-time teaching. Teachers were asked to assess two lessons they had just taught by describing lesson learning goals and providing a rating of lesson effectiveness and a rationale for their evaluation. Teachers who attended the video-enhanced course during teacher preparation outperformed their counterparts in both the quality of evidence they drew upon and their attention to individual or subgroups of learners. Study limitations and future directions are discussed. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01