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Jumpstarting Novice Teachers' Ability to Analyze Classroom Video: Affordances of an Online Workshop
ARTICLE

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Journal of Digital Learning in Teacher Education Volume 28, Number 1, ISSN 2153-2974

Abstract

Video analysis of teaching is an important element of teacher education, yet the skills of classroom observation are often assumed rather than explicitly taught. To prepare a group of teacher trainees to interpret videos of their own teaching, the researchers developed a self-paced, online workshop to introduce micro-ethnographic techniques for observing and analyzing teaching through video. A series of video tutorials and activities guides teacher trainees through the process of viewing the same video clip through different lenses. They are asked to reflect on student response opportunities, teacher use of praise, and feedback to student error. Results indicate that this training led to strong learning outcomes, such as seeking specific evidence from the video to support claims and being more cautious about making judgments. Findings also suggest that instruction in video analysis techniques is particularly suited for online learning environments. (Contains 3 tables and 1 figure.)

Citation

Baecher, L. & Kung, S.C. (2011). Jumpstarting Novice Teachers' Ability to Analyze Classroom Video: Affordances of an Online Workshop. Journal of Digital Learning in Teacher Education, 28(1), 16-26. Retrieved April 19, 2019 from .

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