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Journal of Teacher Education

2009 Volume 60, Number 1

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Table of Contents

Number of articles: 6

  1. A Research Agenda for Online Teacher Professional Development

    Chris Dede, Diane Jass Ketelhut, Pamela Whitehouse, Lisa Breit & Erin M. McCloskey

    This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held... More

    pp. 8-19

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  2. Effects of Video Club Participation on Teachers' Professional Vision

    Miriam Gamoran Sherin & Elizabeth A. van Es

    This study investigates mathematics teacher learning in a video-based professional development environment called "video clubs." In particular, the authors explore whether teachers develop... More

    pp. 20-37

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  3. Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools

    Rossella Santagata

    This article describes the theoretical framework, research base, structure, and content of a video-based professional development program implemented during 2 consecutive years with sixth-grade... More

    pp. 38-51

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  4. Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection

    Peter J. Rich & Michael Hannafin

    While video has long been used to capture micro teaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help... More

    pp. 52-67

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  5. Learning to Look beyond the Boundaries of Representation: Using Technology to Examine Teaching (Overview for a Digital Exhibition: Learning from the Practice of Teaching)

    Thomas Hatch & Pam Grossman

    Leading a classroom discussion involves multiple components, including establishing norms for participation, assisting students in engaging in careful readings of text ahead of time, and modeling... More

    pp. 70-85

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  6. Analyzing Online Teacher Networks: Cyber Networks Require Cyber Research Tools

    Mark S. Schlager, Umer Farooq, Judith Fusco, Patricia Schank & Nathan Dwyer

    The authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration... More

    pp. 86-100

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