Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge

Kersting, Nicole; Givvin, Karen B.; Sotelo, Francisco L.; Stigler, James W.

doi:10.1177/0022487109347875

Cited by 238 publications

(190 citation statements)

References 21 publications

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“…Die Lehrkraft muss sich bei der Anwendung der PU genauso wie bei Goodwins Professioneller Wahrnehmung auf theoretische Konzepte beziehen. Sie ist somit ein Indikator dafür, ob sich eine Lehrkraft begriffliches Wissen über das Lehren und Lernen angeeignet hat und jenes an Unterrichtssituationen anwenden kann (Kersting, Givvin, Sotelo & Stigler, 2009). Sie ist ein wissensbasierter Prozess, der allgemein-pädagogisches Wissen sowie domänen-spezifisches Wissen beinhaltet (Seidel, Blomberg & Stürmer, 2010a) und die Fähigkeit der Aktivierung dieses Wissens zeigt (Schäfer, 2014).…”

Section: Abbildung 7: Die Dimensionen Der Professionellen Unterrichtsunclassified

“…Andererseits sollen Studierende (erstmals) im Lehr-Lern-Labor Seminar ihr zugrunde liegendes theoretisches Wissen in konkreten Handlungssituationen anwenden. Die PU kann dabei helfen, diese Verbindung herzustellen und gibt Rückmeldung über die Anwendung von Wissen in der Praxis (Kersting et al, 2009). Somit kann das Seminar einerseits als Grundlage zur Förderung der PU dienen und andererseits kann die PU zur Umsetzung der Grundidee des Seminars helfen.…”

Section: Handelnunclassified

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Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Treisch¹

2018

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ZusammenfassungDer Übergang vom der ersten Phase der Lehramtsausbildung ins Referendariat wird häufig mit dem Begriff "Praxisschock" verbunden. Viele Studierende und Referendare fühlen sich unzureichend auf den Unterricht in der Schule vorbereitet. Sie fordern deshalb eine stärkere Verzahnung von Theorie und Praxis, also eine Anwendung der erlernten Theorien in "echten" Praxisphasen auch schon in der ersten Phase der Lehramtsausbildung.Das Lehr-Lern-Labor Seminar der Universität Würzburg kann dazu beitragen, diese Verbindung von Theorie und Praxis herzustellen. Grundlegend sollen die Studierenden in diesem Seminar ihr fachliches, didaktisches und pädagogisches (Vor-) AbstractThe transition from the first phase of the teacher education at the university to the two-year teacher training at school is often associated with the term "reality shock". Many pre-service and in-service teachers feel inadequately prepared for teaching in schools. Therefore, there is an increasing call for a stronger connection of theory and practice. More precisely, pre-service teachers and educators demand an application of the theoretical knowledge in real practice situations already during education at the university.The Student-Lab seminar at the University of Würzburg can contribute to the connection of theory and practice. In this seminar, the participating pre-service teachers should use their content, didactical and pedagogical knowledge to create experimental stations for students on a given topic based on the Bavarian curriculum. Following, the pre-service teachers teach students on microteaching settings at the experimental stations. After every run, the preservice teachers will reflect their teaching peer to peer and with the instructors. According to an iterative practice, there is an ongoing change of practice, reflection and improvement of the stations and the teaching.The connection of theory and practice is strongly related to professional vision. Professional vision describes the ability of a teacher to notice relevant teaching situations and to provide proper reasoning based on theoretical background. It links theoretical knowledge to specific teaching situations and serves as a connection between dispositions and performance, which can be learned during reflection.Due to the iterative reflections of their own teaching and the teaching of fellow students, the Student-Lab seminar could be a promising learning environment for the development of preservice teachers' professional vision. Therefore, the fundamental research questions are as follows: Is it possible to foster the pre-service teachers' professional vision in the Student-Lab seminar? Furthermore, is there an additional effect due to newly integrated video analysis of their own and their fellows' teaching in the Student-Lab? There is also an interest in the influence of individual characteristics on the development of professional vision.Another interest concerns the relation between the pre-service teachers' content knowledge, didactical knowledge and their prof...

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Section: Abbildung 7: Die Dimensionen Der Professionellen Unterrichtsunclassified

Section: Handelnunclassified

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Treisch¹

2018

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“…In this context, the pre-service teachers having practice in lesson planning, and applying the lesson plan with the students, is crucial in terms of supporting the development of their mathematics teaching knowledge. Even though the literature is rich in emphasis on the importance of applied use of theoretical knowledge on part of the teachers, there are still problems with the practice (Baki, 2008;Kersting, Givvin, Sotelo, and Stigler, 2010;Zeichner, 2010Zeichner, , 2012.…”

Section: Kaynaklar Extended Abstractmentioning

confidence: 99%

Development of the Knowledge of Mathematics Teaching Through the Textbook Review Course

Baki¹,

Özmen²

2017

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETÇalışmanın amacı, Konu Alanı Ders Kitabı İnceleme dersi kapsamında gerçekleştirilen uygulamalara yönelik öğretmen adaylarının değerlendirmelerini incelemektir. Konu Alanı Ders Kitabı İnceleme dersinin içeriği, kitap incelemenin yanı sıra öğretme bilgisinin gelişimini destekleyecek şekilde düzenlenmiştir. Adaylar grupça paylaşımlar içerisinde bir ders planı geliştirmiş ve geliştirdikleri ders planını hem üniversite ortamında arkadaşlarına, hem de okul ortamında öğrencilere sunmuştur. Bu süreç her iki sunumda planlama, uygulama, yansıma döngüsü içerisinde gerçekleşmiştir. Çalışmaya ilköğretim matematik öğretmenliği programı dördüncü sınıfında okuyan 94 öğretmen adayı katılmıştır. Adaylara ders kapsamında yapılan uygulamaları değerlendirmeleri için final sınavında açık uçlu bir soru sorulmuştur. Adayların bu soruya verdikleri açıklamalar içerik analizi ile analiz edilmiştir. Analiz sonucunda, öğretmen adaylarının çoğunluğu ders sürecinde bir ders planı hazırlarken hangi noktalara dikkat etmeleri gerektiğini öğrendiklerini, ders planının öğrenci karşında etkisini görme fırsatı yakaladıklarını, öğretmenlik mesleği için iyi bir deneyim yaşadıkları, öğrencinin seviyesine inmenin ve seviyesini anlamanın ne kadar önemli olduğunu fark ettiklerini açıklamıştır. Öğretmen adayları baskın olarak olumlu görüşler belirtse de bazı öğretmen adayları kendilerinin öğrenci karşısında sunum yapamamalarını ders süreci ile ilgili olumsuz bir durum olarak açıklamaktadır.

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“…Tout en relevant que l'observation à distance ou en immersion au sein des situations professionnelles « ne remplace aucunement l'expérience réelle mais la prépare » (Ria, Serres & Leblanc, 2010, p. 114), ces auteurs notent toutefois que ce couplage entre différents contextes de formation par l'observation peut être un moyen d'améliorer la pratique effective de classe des EN. (Borko, Koellner, Jacobs et al, 2011 ;Kersting, Givvin, Sotelo et al, 2010). Par exemple, les EN ayant antérieurement analysé les raisonnements des élèves au cours de situations d'observation utilisant des enregistrements vidéo parviennent semble-t-il plus facilement à répondre aux difficultés de compréhension des élèves lors de leur enseignement (Cohen, 2004).…”

Section: Les Impacts Des Situations De Formation Utilisant La Vidéo Sunclassified

L’utilisation de la vidéo dans la formation professionnelle des enseignants novices

Gaudin¹,

Chaliès²

2012

rfp

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Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge

Cited by 238 publications

References 21 publications

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Die Entwicklung der Professionellen Unterrichtswahrnehmung im Lehr-Lern-Labor Seminar

Development of the Knowledge of Mathematics Teaching Through the Textbook Review Course

L’utilisation de la vidéo dans la formation professionnelle des enseignants novices

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