What do teachers think and feel when analyzing videos of themselves and other teachers teaching?

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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, Vol. 33, No. 33, 07.2013, p. 13-23.

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@article{239f41ffc44e489aa28f928af42c4ba3,
title = "What do teachers think and feel when analyzing videos of themselves and other teachers teaching?",
abstract = "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.",
keywords = "Educational science, Learning sciences, Observation, Professional learning, Teacher cognition, Teacher education, Video technology",
author = "Kleinknecht, {Marc Peter} and J{\"u}rgen Schneider",
year = "2013",
month = jul,
doi = "10.1016/j.tate.2013.02.002",
language = "English",
volume = "33",
pages = "13--23",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Pergamon Press",
number = "33",

}

RIS

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 -