What do teachers think and feel when analyzing videos of themselves and other teachers teaching?
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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What do teachers think and feel when analyzing videos of themselves and other teachers teaching? / Kleinknecht, Marc Peter; Schneider, Jürgen.
in: Teaching and Teacher Education, Jahrgang 33, Nr. 33, 07.2013, S. 13-23.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - What do teachers think and feel when analyzing videos of themselves and other teachers teaching?
AU - Kleinknecht, Marc Peter
AU - Schneider, Jürgen
PY - 2013/7
Y1 - 2013/7
N2 - Despite the widespread use of classroom videos in teacher professional development, little is known about the specific effects of various types of videos on teachers' cognitive, emotional, and motivational processes. This study investigates the processes experienced by 10 eighth-grade mathematics teachers while they analyzed videos of their own or other teachers' classroom instruction. Findings indicate that teachers viewing videos of other teachers are more deeply engaged in analysis of problematic events. Counterintuitively, observing videos of others corresponds to higher emotional–motivational involvement. Results support the conclusion that observing one's own videos requires more prearrangement and scaffolding than observing others' videos.
AB - Despite the widespread use of classroom videos in teacher professional development, little is known about the specific effects of various types of videos on teachers' cognitive, emotional, and motivational processes. This study investigates the processes experienced by 10 eighth-grade mathematics teachers while they analyzed videos of their own or other teachers' classroom instruction. Findings indicate that teachers viewing videos of other teachers are more deeply engaged in analysis of problematic events. Counterintuitively, observing videos of others corresponds to higher emotional–motivational involvement. Results support the conclusion that observing one's own videos requires more prearrangement and scaffolding than observing others' videos.
KW - Educational science
KW - Learning sciences
KW - Observation
KW - Professional learning
KW - Teacher cognition
KW - Teacher education
KW - Video technology
UR - http://www.scopus.com/inward/record.url?scp=84874797023&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2013.02.002
DO - 10.1016/j.tate.2013.02.002
M3 - Journal articles
VL - 33
SP - 13
EP - 23
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
IS - 33
ER -