10. Using Video as an Object of Inquiry for Mathematics Teaching and Learning

Seago, Nanette

doi:10.1016/s1479-3687(03)10010-7

Cited by 82 publications

(82 citation statements)

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“…This has been demonstrated for skills relevant to communicating with parents, in particular (Walker & Dotger, 2012). Activities involving video analysis, moreover, have the potential to meaningfully guide the acquisition, activation, and application of prospective teachers' knowledge (Seago, 2004) and help them to relate their university learning to their later professional practice (Marsh & Mitchell, 2014). Furthermore, the introduction of video models contributes to prospective teachers' understanding of the expectations regarding their later professional performance (Baecher, Kung, Jewkes, & Rosalia, 2013).…”

Section: Discussionmentioning

confidence: 99%

Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence

Gerich¹,

Schmitz²

2016

JEL

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In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers' counseling competence. The current study describes the validation of a behavior-based instrument for the assessment of teachers' counseling competence including counseling talk simulations with standardized parents as well as the examination of its suitability as an intervention for the improvement of participants' counseling competence. The validation was carried out within the framework of a longitudinal quasi-experimental study with 51 prospective teachers. Multivariate repeated measures MANOVAs revealed the suitability of the counseling talk simulations both as an assessment instrument and an intervention. Results provide numerous implications for teacher preparation and continuing education, for example, the use of the counseling talk simulations as a didactical tool within the framework of teacher training programs.

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Section: Discussionmentioning

confidence: 99%

Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence

Gerich¹,

Schmitz²

2016

JEL

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“…Recently, video has emerged as a popular-based medium (Seago, 2003). Since 1990s, video technology has been applied in mathematics classrooms to analyze teachers' and students' behaviors.…”

Section: Methodsmentioning

confidence: 99%

The Changes of Teachers' Verbal Feedback in Mathematics Classroom within Chinese Context during Ten Years

Li¹,

Cao²

2015

Research in Mathematical Education

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In the present study, the changes of mathematics teachers' verbal feedback between ten years ago and later were examined using a coding scheme on the types of teacher verbal feedback. Based on the analysis, it is found that teachers intend to use encouraging strategies to make responses to students ten years later. In addition, the duration used in communication between the teacher and individual student is being longer while the frequency of communication becomes less compared ten years ago. Meanwhile, the difference between good lesson ten years ago and common lesson ten years later is not so apparent. It can be inferred that the quality of teaching has being developed.

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“…In line with video-based courses in teacher education, the lessons were not used as examples of good practice. For example, Seago (2004) found that 'the most useful video clips were based on situations where there was some element of confusion (either the students' or the teachers') that typically arises in classrooms ' (p. 267). This was confirmed by , who say that 'video clips should provide something for teachers to puzzle over or speculate about… it is through this process of inquiry that teacher learning will likely occur' (p. 215).…”

Section: Interventionmentioning

confidence: 99%