Using Representations of Practice to Elicit Mathematics Teachers' Tacit Knowledge of Practice: A Comparison of Responses to Animations and Videos

Patricio Herbst; Karl W. Kosko

Journal of Mathematics Teacher Education Vol. 17, No. 6 (December 2014) pp. 515–537

This study compared conversations among groups of teachers of high school geometry that had been elicited by a representation of instruction (either a video or an animation) and facilitated with an open-ended agenda. All artifacts used represented...

A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk

Karl W. Kosko; Patricio Herbst

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 28, No. 4 (May 2012) pp. 589–598

Analysis of teacher-to-teacher talk provides researchers with useful information regarding the teaching profession and teachers’ perspectives. This article provides a description of a method, with accompanying example, examining teacher-to-teacher...

Language: English

Preservice Teacher Noticing and Perceptual Capacity with 360 Video and VR Headsets

Richard E. Ferdig; Enrico Gandolfi; Karl W. Kosko

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 740–742

The use of video is prevalent in teacher education. it has been shown to be successful in varied content areas, with multiple contexts, and for differing audiences. Even with its successes, there are several known challenges with capturing and...

Topics: New Possibilities with Information Technologies

Conceptualizing a Shared Definition and Future Directions for Extended Reality (XR) in Teacher Education

Karl W. Kosko; Richard E. Ferdig; Lionel Roche

Journal of Technology and Teacher Education Vol. 29, No. 3 (October 2021) pp. 257–277

Scholarship on extended reality (XR) in teacher education is emerging at an increasing rate. As additional forms of XR become more common in the profession, there is a need for teacher educators to consider how the various forms of XR-based...

An Analysis of Evaluative Comments in Teachers' Online Discussions of Representations of Practice

Vu Minh Chieu; Karl W. Kosko; Patricio G. Herbst

Journal of Teacher Education Vol. 66, No. 1 (2015) pp. 35–50

It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students' actions in those records, allegedly because evaluation deters from the...

Creating Asynchronous Virtual Field Experiences with 360 Video

Maryam Zolfaghari; Christine K Austin; Karl W Kosko; Richard E Ferdig

Journal of Technology and Teacher Education Vol. 28, No. 2 (2020) pp. 315–320

The global COVID-19 pandemic has disrupted normal face-to-face classes across institutions. This has significantly impacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 classroom). In this...

Animating Preservice Teachers' Noticing

Zandra de Araujo; Julie Amador; Anne Estapa; Tracy Weston; Rachael Aming-Attai; Karl W. Kosko

Mathematics Teacher Education and Development Vol. 17, No. 2 (2015) pp. 25–44

The incorporation of animation in mathematics teacher education courses is one method for transforming practices and promoting practice-based education. Animation can be used as an approximation of practice that engages preservice teachers (PSTs) in ...

The impact of eWriters on literacy motivation, self-efficacy, and the real-virtual-relationships between parents and teachers

Richard E. Ferdig; Kristine E. Pytash; Karl W. Kosko; Riza Memis; Kelli Ryan; John Dunlosky

Journal of Interactive Learning Research Vol. 28, No. 4 (October 2017) pp. 341–357

This study set out to examine two important aspects of the use of eWriters by early elementary students. First, it explored the impact of eWriters on literacy motivation and self-efficacy of students in Pre-Kindergarten, Kindergarten, and First...