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ERIC Number: EJ1154048
Record Type: Journal
Publication Date: 2017-Oct
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1386-4416
EISSN: N/A
Including Students' Diverse Perspectives on Classroom Interactions into Video-Based Professional Development for Teachers
Vogler, Anna-Marietha; Prediger, Susanne
Journal of Mathematics Teacher Education, v20 n5 p497-513 Oct 2017
Video is often used in professional development courses to sensitize mathematics teachers to students' thinking and issues of classroom interaction. This article presents an approach that incorporates students' perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers' reflection on diverse awareness of students concerning demands within mathematics classroom interactions. This approach is theoretically justified by the empirical research on equal participation in classroom interaction and practically elaborated by video material from Grade 5 students. Empirical snapshots from design experiments with teachers demonstrate that teachers' sensitivity can be enhanced.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A