Impacting teachers’ reflection on elementary mathematics classroom videos in online asynchronous professional learning contexts

Teaching and Teacher Education: Leadership and Professional Development Pub Date : 2022-12-01 DOI:10.1016/j.tatelp.2022.100003

Michelle Perry , Meg S. Bates , Joseph R. Cimpian , Shereen Oca Beilstein , Cheryl Moran

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引用次数: 3

Abstract

Video-based learning (VBL) aids STEM teacher professional development. In synchronous, in-person settings, researchers have linked changes in teachers’ reflective comments about videos to changes in their beliefs and classroom practices, which are associated with improved student outcomes. However, questions remain about VBL on asynchronous professional development websites, without facilitator support. This study experimentally examined how prompts, mathematical content, camera focus, and motivation for commenting impacted 300 educators’ reflective comments on videos in an online learning community. Results indicated that prompts targeted at specific focal areas (teachers, students, mathematics) produced more reflection on those focal areas, but less reflection in non-focal areas.

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在线异步专业学习情境下影响教师对小学数学课堂视频反思的研究

视频学习(VBL)有助于STEM教师的专业发展。在同步的、面对面的环境中，研究人员将教师对视频的反思评论的变化与他们的信仰和课堂实践的变化联系起来，这与学生成绩的提高有关。然而，在没有促进者支持的情况下，异步专业开发网站上的VBL问题仍然存在。本研究通过实验考察了提示、数学内容、相机焦点和评论动机如何影响在线学习社区中300名教育工作者对视频的反思性评论。结果表明，针对特定重点领域(教师、学生、数学)的提示对这些重点领域产生了更多的反思，而对非重点领域的反思较少。

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Teaching and Teacher Education: Leadership and Professional Development

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