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Publication
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| Research Title |
What Teachers Have Learned through Using Classroom Video? |
| Date of Distribution |
24 November 2017 |
| Conference |
| Title of the Conference |
World Association of Lesson Studies (WALS) International Conference 2017 |
| Organiser |
Constitution of World Association of Lesson Studies (WALS) |
| Conference Place |
Nagoya University, Japan |
| Province/State |
Nagoya, Japan |
| Conference Date |
24 November 2017 |
| To |
27 November 2017 |
| Proceeding Paper |
| Volume |
2017 |
| Issue |
- |
| Page |
140 |
| Editors/edition/publisher |
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| Abstract |
A central task and challenge for teacher educators is to design learning experiences that offer the
greatest potential for improving teacher practice (Seago, 2004). Recently, videos of classrooms have emerged
as tools for teacher learning. For Thailand experience, teachers who participating in the Students’
Mathematical Higher Thinking Development Project in Northeastern of Thailand, have been introducing
Open Approach as a new teaching approach and Lesson Study as new context of collaborative work to
improve the teaching approach. Teachers need to observe, interpret and analyze teaching during the initial
period. The opportunities to analyze videos of teaching can be seen as a way to enhance the development of
teachers’ professional vision and improve their instruction (Osmanoglu, 2016). There are large number of
research on using video in teaching professional development that described how to video in specific purpose
such as stimulating discussion in teaching reflection and comparing teaching in different context. This
research was aimed to literature analyze and identify aspects that teachers have learned through using
classroom video in professional development.
Data collected by study more than 30 research reports on using classroom video in collaborative
reflection, discussion stimulation and different context classroom teaching comparison that conducted with
teacher students, pre-service teachers and in-service teachers for wide range of use and aspect. Data analysis
was done by critical review research on using video and presented by using an analytic description.
Research results were shown that issues teachers have learned when they analyzed portrayals of
exemplary practices are as follows: (1) Realistic evidence significantly contrast with idealistic image of
classroom (2) Instructional vision derived from carefully observation and collaborative discussion on model
classroom, would motivate teachers to create such instruction in their classroom (3) Awareness of their strong
ideas on teaching that might be not correspond to colleagues ideas and need to discuss in detail. |
| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Abstract |
| Type of Presentation |
Oral |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
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| Citation |
0
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Journal Publication
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