Including students' diverse perspectives on classroom interactions into video-based professional development for teachers.

Autor/inn/en	Vogler, Anna-Marietha; Prediger, Susanne
Titel	Including students' diverse perspectives on classroom interactions into video-based professional development for teachers.
Quelle	In: Journal of mathematics teacher education, 20 (2017) 5, S. 497-513Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1386-4416; 1573-1820
DOI	10.1007/s10857-017-9382-2
Schlagwörter	Interaktion; Mathematikunterricht; Sprachkompetenz; Qualitative Daten; Schuljahr 05; Lehrerausbildung; Interaktion; Schülerleistung; Unterrichtsgestaltung; Videoanalyse; Sprachkompetenz; Mathematikunterricht; Erklärungsmuster; Qualitative Daten
Abstract	Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on diverse awareness of students concerning demands within mathematics classroom interactions. This approach is theoretically justified by the empirical research on equal participation in classroom interaction and practically elaborated by video material from Grade 5 students. Empirical snapshots from design experiments with teachers demonstrate that teachers' sensitivity can be enhanced (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3