Mathematics, Lenses and Videotapes: A Framework and a Language for Developing Reflective Practices of Teaching

Autor/inn/en	Karsenty, Ronnie; Arcavi, Abraham
Titel	Mathematics, Lenses and Videotapes: A Framework and a Language for Developing Reflective Practices of Teaching
Quelle	In: Journal of Mathematics Teacher Education, 20 (2017) 5, S.433-455 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-017-9379-x
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Teaching Methods; Technology Uses in Education; Video Technology; Reflective Teaching; Teacher Education; Program Implementation; Language Usage; Faculty Development; Reflection; Educational Practices; Peer Groups; Group Discussion + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerausbildung; Lehrerbildung; Sprachgebrauch; Bildungspraxis; Gleichaltrigengruppe; Peer Group; Gruppendiskussion
Abstract	The VIDEO-LM project (Viewing, Investigating and Discussing Environments of Learning Mathematics) is aimed at enhancing mathematics teachers' reflection on their professional practice, through watching and discussing videotaped lessons of unknown teachers. The discussions are guided by the use of an analytic framework, comprised of six detailed "viewing lenses." In this article, we first provide a brief historical context of practicing teacher education, followed by the description of the framework we developed. We then present selected data from 17 implementation sites that illustrate the impact of VIDEO-LM courses on the professional growth of participants. Findings show that using the six-lens framework in video-based peer conversations supports the development of a reflective language, with which mathematics teachers engage in deep discussions about core issues of their profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01