Supporting Teacher Professional Development through Online Video Case Study Discussions: An Assemblage of Preservice and Inservice Teachers and the Case Teacher

Autor/inn/en	Koc, Yusuf; Peker, Deniz; Osmanoglu, Aslihan
Titel	Supporting Teacher Professional Development through Online Video Case Study Discussions: An Assemblage of Preservice and Inservice Teachers and the Case Teacher
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 8, S.1158-1168 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.02.020
Schlagwörter	Preservice Teachers; Content Analysis; Mathematics Teachers; Case Method (Teaching Technique); Video Technology; Internet; Protocol Materials; Discourse Analysis; Instructional Effectiveness; Discussion (Teaching Technique); Theory Practice Relationship; Computer Uses in Education; Preservice Teacher Education; Teaching Methods; Professional Development; Experienced Teachers; Inservice Teacher Education + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case method; Fallmethode; Unterrichtsprotokoll; Diskursanalyse; Unterrichtserfolg; Theorie-Praxis-Beziehung; Computernutzung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung
Abstract	The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional development of teachers. Participants included a total of 26 preservice and inservice mathematics teachers and a veteran teacher who appeared on the video case. Using content analysis techniques, we provided a thematic analysis of the teacher discourse and demonstrated the exchanges between the participating teachers and video case teacher. We also assessed the overall effectiveness of our online forum set up for the professional development of teachers. Results indicated that participant teachers were able to make theory-practice connections by articulating specific frameworks that guided our study. The inclusion of the video case teacher was beneficial for the other teachers in several ways. We contend that online forum discussions of video cases in which collective engagement of preservice and inservice teachers, and the case teacher have a great potential to support teacher professional development. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10