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ERIC Number: EJ1112671
Record Type: Journal
Publication Date: 2016-Sep
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0013-5984
Truth, Lies, and Videotapes: Embracing the Contraries of Mathematics Teaching
Crespo, Sandra
Elementary School Journal, v117 n1 p101-118 Sep 2016
As videos of teaching become increasingly available and used as tools for analyzing classroom practice, it is important for researchers and practitioners to reflect on the nature and purposes of video representations of teaching. Too often classroom videos are made and viewed in ways that narrow interpretations about the nature and quality of instruction. This article discusses and illustrates a different perspective for making and working with videos of teaching, one that embraces rather than rejects contradictions in the work of teaching. This approach seeks to disrupt researchers and practitioners' tendencies to generate and use overly evaluative frameworks and language when describing and analyzing teaching practice. Implications for researchers and practitioners of teaching and teacher education are discussed.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A