Digital Video for Teacher Education

Research and Practice
 
 
Routledge (Verlag)
  • erschienen am 7. August 2014
  • |
  • 226 Seiten
 
E-Book | ePUB mit Adobe-DRM | Systemvoraussetzungen
978-1-317-97657-8 (ISBN)
 
Digital video use is becoming prevalent in teacher education as a tool to help improve teaching and learning and for assessing effective teaching. Timely and comprehensive, this volume brings together top scholars from multiple disciplines to provide sound theoretical frameworks, research-based support, and clear practical advice on a variety of unique approaches to using digital video in teacher education programs. Part I deals with the use of video for teacher learning. Part II focuses on the role played by those other than teachers in the effective use of digital video in teacher education programs. Part III addresses how to administer video for teacher education. Exploring the complexities of effectively and appropriately integrating digital video into teacher development at various stages, this book is a must-have resource for scholars and professionals in the field.
  • Englisch
  • London
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
  • 12 s/w Tabellen
  • |
  • 12 Tables, black and white
978-1-317-97657-8 (9781317976578)

weitere Ausgaben werden ermittelt
Brendan Calandra is Associate Professor of Learning Technologies, Georgia State University, USA.

Peter J. Rich is Associate Professor, Department of Instructional Psychology & Technology, Brigham Young University, USA.
Introduction: Video in Teacher Education (Brendan Calandra, Georgia State University and Peter Rich, Brigham Young University)
Part I: Administering Video for Professional DevelopmentChapter 1: Video Analysis in Teacher preparation: Issues in research, Theory and Practice (Michael Hannafin, University of Georgia, Drew Polly, UNC, Charlotte, Art Recesso, Evirx & Jon Won Jung, University of Ulsan, South Korea)Chapter 2: Video as a Tool for Professional Development and Preparing PD Leaders (Hilda Borko, Stanford University)Chapter 3: Technical Considerations and Issues in Video Recording, Editing and Analysis (Peter Fadde, Southern Illinois University)Chapter 4: Generating Expertise Through the Use of Digital Video. (Keven Prusak, Brigham Young University, USA)Chapter 5: Affordances and Challenges of Different Types of Video for Teachers' Professional Development (Matthew J. Koehler & Mary Lundeberg, Michigan State University)
Part II: Fostering NoticingChapter 6: Making Sense of Teacher Noticing via Video (Miriam Gamoran Sherin, Northwestern University and Rosemary S. Russ, University of Wisconsin, Madison)Chapter 7: Facilitation Practices for Supporting Teacher Noticing with Video (Elizabeth A. van Es & Jessica Tunney, University of California, Irvine, Lynn Goldsmith, Education Development Center, Inc., Nanette Seago, WestEd)Chapter 8: Examining the Role of the 'Other' in Video Self-Analysis (Peter Rich, Brigham Young University
Part III: Scaffolding Video AnalysisChapter 9: Digital Video Analysis to Support the Development of Professional Pedagogical Vision (Scott McDonald and Michael M. Rook, Pennsylvania State University)Chapter 10: In Search Of Effective Guidance For Preservice Teachers' Viewing Of Classroom Video (Niels Brouwer, Radboud University and Fokelien Robijns, IJsselgroep)Chapter 11: Using Critical Incident Analysis to Scaffold Teachers' Video-based Reflections (Laurie Brantley-Dias and Brendan Calandra, Georgia State University)Chapter 12: Scaffolding Learning to Learn from Video: Working Toward a Shared Purpose (Cheryl Rosaen, Michigan State University)

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