Video Complexity: Describing Videos Used for Teacher Learning

Autor/inn/en	Amador, Julie M.; Keehr, Jode; Wallin, Abraham; Chilton, Christopher
Titel	Video Complexity: Describing Videos Used for Teacher Learning
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 4, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Video Technology; Professional Development; Teacher Collaboration; Discussion Groups; Scaffolding (Teaching Technique); Questioning Techniques; Misconceptions; Clubs; Mathematics Teachers; Middle School Students; Classroom Observation Techniques; Meetings; Cognitive Processes; Difficulty Level; Time Management + Suchen Sie Ihr Suchwort? Lehrerkooperation; Befragungstechnik; Fragetechnik; Missverständnis; Club; Klub; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Meeting; Tagung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Zeitmanagement
Abstract	Video is a common tool to support teacher learning, as it provides opportunity for reflection on teaching practices. Video clubs are one professional learning experience that integrates video, providing teachers an opportunity to collaboratively discuss videos from their teaching. However, few research studies have focused on the characteristics of videos used for teacher learning. We engaged teachers in a video club over the course of an academic year and analyzed the relationships between the videos teachers discussed and the complexity of the videos. Findings indicate teachers were less likely to select videos with higher complexity for discussion; however, they commonly discussed videos that included multiple participation structures for students. Teachers also discussed videos that included teacher questioning and scaffolding, student misconceptions, and those in which student thinking initially seemed inflexible. We provide the Video Complexity Framework for teacher educators and researchers to use to describe the complexity of the videos in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01