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Digital Records of Practice: A Literature Review of Video Analysis in Teacher Practice
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, , The Pennsylvania State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teachers must be provided opportunities in teacher education and professional development to reflect on their practice, engage in discourse around practice, and use cases of practice to improve and develop their professional vision of teaching. Using digital recordings of practice, teachers can engage with their peers to develop a shared understanding of excellent practice. This paper adds to the knowledge base of video analysis by providing a review of the current research in this area. Six themes emerged: (1) using video cases to examine teaching practice, (2) doing video-based reflection, (3) using video editing to inform teaching practice, (4) examining teaching practice in video clubs, (5) using video analysis (tools) to examine teaching practice, and (6) peer-video analysis as a form of reflection. Findings suggest that more research is needed to expand our understanding of how evidence-based arguments are used to contribute to teachers’ professional vision.

Citation

Rook, M.M. & McDonald, S.P. (2012). Digital Records of Practice: A Literature Review of Video Analysis in Teacher Practice. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1441-1446). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .

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  • Video re-use in mathematics teacher education

    Kara Suzuka, University of Hawai'i at Mānoa, United States; Rebecca Frank, Erica Crawford & Elizabeth Yakel, University of Michigan, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 329–336

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