Literaturnachweis - Detailanzeige
| 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.497-513 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Prediger, Susanne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1386-4416 |
| DOI | 10.1007/s10857-017-9382-2 |
| Schlagwörter | Video Technology; Faculty Development; Mathematics Instruction; Mathematics Teachers; Student Attitudes; Grade 5; Interaction |
| 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. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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