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ERIC Number: EJ911697
Record Type: Journal
Publication Date: 2011-Feb
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Teacher Learning from Analysis of Videotaped Classroom Situations: Does It Make a Difference Whether Teachers Observe Their Own Teaching or that of Others?
Seidel, Tina; Sturmer, Kathleen; Blomberg, Geraldine; Kobarg, Mareike; Schwindt, Katharina
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n2 p259-267 Feb 2011
This study uses an experimental approach to investigate effects that analyzing videos of one's own versus others' teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N = 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation. Contrary to our assumptions differences with regard to professional vision were not straightforward. In tendency, teachers noticed more relevant components of teaching and learning but were less self-reflective with regard to articulating critical incidents. (Contains 1 figure and 6 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A