Video as a tool for fostering productive discussions in mathematics professional development
ARTICLE
Hilda Borko, Jennifer Jacobs, Eric Eiteljorg, Mary Ellen Pittman
TATE Volume 24, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.
Citation
Borko, H., Jacobs, J., Eiteljorg, E. & Pittman, M.E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 24(2), 417-436. Elsevier Ltd. Retrieved August 11, 2024 from https://www.learntechlib.org/p/197043/.
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Teaching and Teacher Education: An International Journal of Research and Studies
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Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.
Keywords
Cited By
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