文章基本信息

标题：Video in the Middle: Purposeful Design of Video-Based Mathematics Professional Development
本地全文：下载
作者：Nanette Seago ; Karen Koellner ; Jennifer Jacobs 等
期刊名称：Contemporary Issues in Technology and Teacher Education
印刷版ISSN：1528-5804
出版年度：2018
卷号：18
期号：1
页码：29-49
出版社：Association for the Advancement of Computing in Education
摘要：In this article the authors described their exploration of a particular design element they labeled “video in the middle.” As part of the video in the middle design, the viewing of carefully selected video clips from teachers’ classrooms is sandwiched between pre- and postviewing activities that are expected to support teachers’ engagement in and learning from the video. These three elements (prevideo, video, and postvideo), taken together, comprise a videocase. Videocases can then be further sequenced to create a specified professional development (PD) curriculum. Purposeful selection of each video clip allows for coherence between the prevideo, video viewing, and postvideo activities, which in turn, supports the link between a given videocase and identified teacher learning goals. Incorporating a video in the middle design within a video-based mathematics PD environment can promote a detailed and focused examination of complex mathematical content, the relationship between pedagogical decisions and practices, and an unpacking of students’ mathematical thinking. It is essential to underscore the major role that facilitators play in video-based PD, and that the effective application of the video in the middle design is, in large part, dependent on skillful facilitation. The video in the middle design can be useful across different content areas and teacher education settings.