在教师拍摄的基于视频的专业发展环境中支持教师参与学生思维:因素和启示

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2022-10-19 DOI:10.1080/1475939X.2022.2130967
Katrina Borowiec, A. Bopardikar, Courtney Castle
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引用次数: 0

摘要

摘要教师自己教室的视频被用于专业发展(PD),最近的研究表明,教师拍摄的视频和视频俱乐部(VC)中的大学话语有望实现。本研究采用顺序解释混合方法设计,调查了教师在虚拟课堂中对学生思维的参与,虚拟课堂是PD模型的一部分,在该模型中,教师捕捉和分析了他们的课堂视频,并确定了要在虚拟课堂上讨论的片段和问题。两个学校小组的话语显示,随着时间的推移,教师对学生思维的关注、解释立场和话语的特殊性发生了轻微的显著变化。此外,呈现教师视频案例的特征(例如,案例问题特异性)似乎影响了教师在理解学生思维方面的解释立场。讨论了促进教师话语的潜在因素,以及设计和实施教师拍摄视频的VC对培养教师参与学生思维的影响。
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Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications
ABSTRACT Video of teachers’ own classrooms is used in professional development (PD), with recent research pointing to the promise of teacher-captured video and collegial discourse in Video Clubs (VCs). Using a sequential explanatory mixed-methods design, this study investigated teachers’ engagement with student thinking during VCs, which were part of a PD model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in VCs. The discourse of two school teams revealed a marginally significant change in teachers’ focus on student thinking, interpretive stance and the specificity of their discourse over time. Additionally, features of the presenting teacher’s video case (e.g., case question specificity) appeared to have influenced teachers’ interpretive stance in making sense of student thinking. Potential factors contributing to teacher discourse and implications for designing and implementing VCs with teacher-captured video in fostering teachers’ engagement with student thinking are discussed.
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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