What do teachers think and feel when analyzing videos of themselves and other teachers teaching?

被引：114

作者：

Kleinknecht, Marc ^{[1
]}

Schneider, Juergen ^{[2
]}

机构：

[1] Tech Univ Munich, TUM Sch Educ, D-80799 Munich, Germany

[2] Univ Tubingen, D-72070 Tubingen, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2013年 / 33卷

关键词：

Teacher education; Teacher cognition; Video technology; Learning sciences; Observation; Professional learning; MATHEMATICS; EDUCATION; EMOTIONS; CONTEXT; LEARN;

D O I：

10.1016/j.tate.2013.02.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Despite the widespread use of classroom videos in teacher professional development, little is known about the specific effects of various types of videos on teachers' cognitive, emotional, and motivational processes. This study investigates the processes experienced by 10 eighth-grade mathematics teachers while they analyzed videos of their own or other teachers' classroom instruction. Findings indicate that teachers viewing videos of other teachers are more deeply engaged in analysis of problematic events. Counterintuitively, observing videos of others corresponds to higher emotional motivational involvement. Results support the conclusion that observing one's own videos requires more prearrangement and scaffolding than observing others' videos. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：13 / 23

页数：11

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