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ERIC Number: EJ845753
Record Type: Journal
Publication Date: 2009-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1042-1726
Scaffolded Video Self-Analysis: Discrepancies between Preservice Teachers' Perceived and Actual Instructional Decisions
Rich, Peter; Hannafin, Michael
Journal of Computing in Higher Education, v21 n2 p128-145 Aug 2009
While video is commonly used to record "expert" teachers, video editing and analysis tools have made it possible for preservice teachers to systematically document, assess, analyze and adapt their own teaching practices. This case study documents the experience of three preservice teachers as they used a Web-based video analysis tool to analyze and subsequently act on their instructional decisions. Findings highlight the ability to identify and address discrepancies between thought and action, resulting in marked differences in teaching practice.
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 - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A