Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice

Autor/inn/en	Chieu, Vu Minh; Herbst, Patricio; Weiss, Michael
Titel	Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice
Quelle	In: Journal of the Learning Sciences, 20 (2011) 4, S.589-624 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2011.528324
Schlagwörter	Educational Research; Cartoons; Mathematics Teachers; Teaching Methods; Mathematics Instruction; Educational Principles; Educational Practices; Emotional Intelligence; Communities of Practice; Animation; Multimedia Materials; Video Technology; Transcripts (Written Records); Learning Experience; Inservice Teacher Education; Program Effectiveness; Usability; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Zeichentrickfilm; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Bildungsprinzip; Bildungspraxis; Emotionale Intelligenz; Community; Lernerfahrung; Lehrerfortbildung; Computerkonferenz
Abstract	Rich-media representations of teaching using animated cartoons can be effective at stimulating teachers' discussion about practice and hence help them learn productively from one another about their profession. Our research aims to design web-based interactive rich-media virtual settings for teachers to learn to do the practice of teaching. For that purpose, we seek a set of operational design principles that could be used to optimally exploit web-based interactive rich-media technologies. By "operational design principles", we mean guidelines that facilitate decision making in the creation of learning conditions. In this article, we report on a study of the effect of embedded animated clips of instructional practice in online interactive forum/chat to support teachers in learning to notice and interpret critical events of classroom interactions. The study showed that both novice and experienced teachers actively participated in discussion and effectively noticed important events of teaching practice. The main findings include the following: (a) Embedding animated representations of teaching in forum/chat, by serving as a common point of reference, helps both novice and experienced teachers effectively notice and discuss noteworthy events in teaching practice; (b) forum suits novice teachers better than chat; and (c) both forum and chat suit experienced teachers in different ways. This study is a critical step in a design-based research agenda toward the building of more complex virtual settings for teacher education. (Contains 3 figures, 2 footnotes, and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10