Complexities and opportunities in teachers' generation of videos from their own classrooms

Richards, Jennifer; Altshuler, Mari; Sherin, Bruce; Sherin, Miriam Gamoran; Leatherwood, Christopher

doi:10.1016/j.lcsi.2021.100490

Cited by 24 publications

(17 citation statements)

References 30 publications

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“…Still, it is worth noting that our data suggest that differences among the teacher-uploaded videos and the tasks within the argumentation course were not a factor in our results. In other analyses, we found the teachers' videos to be fairly similar along dimensions previously identified as impacting teacher noticing of SMTV (Richards et al, 2021); additionally, as mentioned in Finding 2, cohorts showed similar patterns of tool use even when engaging their students in different argumentation tasks.…”

Section: Discussionsupporting

confidence: 70%

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Tools for supporting teacher noticing about classroom video in online professional development

Larison

Richards

Sherin

2022

J Math Teacher Educ

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Teachers’ noticing of students’ mathematical thinking plays an important role in supporting student learning. Yet little is known about how online professional development (PD)—a growing setting for PD in the USA—can cultivate this noticing. Here, we explore the potential of using two online tools for engaging video to support K-2 teachers’ noticing of students’ mathematical thinking in the context of a six-week online video-based PD program. While participating in the program, teachers used a commenting tool that allowed them to view video in its entirety and write a summary note, as well as a tagging tool that allowed them to mark moments of video while viewing and associate notes with those moments. We found that teachers’ regular use of the tagging tool promoted their increased noticing of students’ mathematical thinking in video. Further, the tagging tool and commenting tool appeared to function in complementary ways to support teachers’ noticing. These findings contribute to the field’s growing understanding of how technological advances can support the development and study of mathematics teacher noticing, with implications for the design of online teacher learning environments.

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Section: Discussionsupporting

confidence: 70%

“…A separate analysis of the teacher-generated video clips being viewed(Richards et al, 2021) showed that the vast majority across cohorts were consistently high in depth of mathematical thinking, windows into student thinking, and technical quality.…”

mentioning

confidence: 99%

Tools for supporting teacher noticing about classroom video in online professional development

Larison

Richards

Sherin

2022

J Math Teacher Educ

Self Cite

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“…equipment, checking the battery, or mastering the device software (Sherin et al, 2021), to ensure that the content is appropriate and straightforward (Amador et al, 2019). Conversely, research suggests that teachers may have concerns regarding the technical quality of a video and who and what was visible in the video frame, which may affect behavior (Richards et al, 2021). Interestingly, the readiness of science teachers, who are expected to have higher technology proficiency, is lower than that of classroom teachers.…”

Section: Findings Obtained From the Classroom Video Recording Readine...mentioning

confidence: 99%

The Readiness of Stakeholders in the Scientific Inquiry-Supported Mentoring Project

Unver

Okulu²,

Muslu³

et al. 2022

IJEMST

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The effectiveness of professional development programs for teachers in Turkey is limited because the programs are not designed to meet individual teacher needs. Although teachers are implementers who perform classroom practices, they are in the role of students in these programs. The project supported by The Scientific and Technological Research Institution of Turkey (TUBITAK) 1001-Grant 220K080 entitled “Designing and Evaluation of the Effectiveness of Scientific Inquiry Supported by Online Mentoring (e-scaffolding) in In-service Teacher Training” aims to examine and evaluate a professional development model. The project involves various strategies, such as mentorship, coaching, peer learning, and collaboration, for prioritizing teachers’ ideas and expectations. This study intends to reveal the readiness of the stakeholders (participating teachers and mentors) in the online mentoring model supported by scientific inquiry as part of the professional development process of teachers. The prominent results of the research are that teachers have positive opinions about the importance of scientific inquiry-based learning and teaching, teachers’ expectations from professional development programs vary by their levels of experience. In conclusion, this study is important in terms of making teachers’ voices heard and designing professional development programs in line with their expectations.

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“…Çünkü öğretmenin öğretim sürecine doğrudan aktarabileceği bilgi büyük ölçüde öğretmenin kendi sınıfının ve okulunun doğasını eleştirel bir bakış açısı ile yorumlaması ile elde edilir (Cochran-Smith & Lytle, 1999). Dolayısıyla mevcut araştırmalar sıklıkla kayda alınan bir video içeriğinin izlemesi sürecine veya etkililiğine odaklanmıştır (Deryakulu et al, 2019;Kleinknecht & Poschinski, 2014;Richards et al, 2021;Sherin & Van Es, 2009;Zhang et al, 2011). Oysaki, bu bilgiler araştırmacılara videoların ne şekilde kayıt altına alındığı ve öğretmen ve sınıf ortamının video kaydına hangi düzeyde yansıdığı hakkında bilgi verememektedir.…”

Section: Introductionunclassified

Siniflarda Vi̇deo Kaydi Hazir Bulunuşluk Ölçeği̇ni̇n Geli̇şti̇ri̇lmesi̇: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

Arabacioglu

Unver

Şenler

et al. 2022

Eğitim Teknolojisi Kuram Ve Uygulama

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Video recording of classroom environments is becoming popular for the purposes, such as promoting teacher professional development, and raising awareness and competencies for personal development. Training providers and researchers should also consider teacher expectations and learning needs about video use in their methodologies. The current research aims to develop the "Classroom Video Recording Readiness Scale" to examine the readiness of teachers for video recording in their classrooms and determine the validity and reliability of the scale. In the research, firstly, the use of video cameras in teacher professional development and video recording in the classroom were conceptualized with consecutive sessions for the item development. Then, after administration of the survey with 418 in-service teachers, factor analyzes to determine the construct validity and internal consistency coefficient, stratified alpha coefficient, item-total correlation and correlation between scale dimensions analysis to determine reliability was made. The final form consists of six dimensions loaded with 37 items named “knowledge of the using camera”, “knowledge of management of recording”, “knowledge of preparing the class environment”, “self-efficacy for recording”, “self-efficacy for coping with recording stress” and “attitude towards video recording”. As a result, it is thought that the developed scale has sufficient psychometric properties in terms of validity and reliability tests and will make significant contributions to the literature.

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Complexities and opportunities in teachers' generation of videos from their own classrooms

Cited by 24 publications

References 30 publications

Tools for supporting teacher noticing about classroom video in online professional development

Tools for supporting teacher noticing about classroom video in online professional development

The Readiness of Stakeholders in the Scientific Inquiry-Supported Mentoring Project

Siniflarda Vi̇deo Kaydi Hazir Bulunuşluk Ölçeği̇ni̇n Geli̇şti̇ri̇lmesi̇: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

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