Teachers’ Sense-Making Strategies While Watching Video of Mathematics Instruction
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
JTATE Volume 17, Number 1, January 2009 ISSN 1059-7069
Recent years have seen an increase in the use of video for teacher education and professional development accompanied by widespread recognition that to be beneficial, video must be used in activities that induce particular modes of inquiry. However, little is known about how teachers typically watch video. The present study investigates the use of five strategies that teachers use for making sense of classroom instruction that they have watched on video. Data was collected from 15 middle and high school mathematics teachers who watched four 3-8 minute clips of instruction and described what they had just viewed. Results indicate that teachers employ a variety of sense-making strategies while interpreting classroom video. Implications for teacher research and professional development are discussed.
Colestock, A. & Sherin, M.G. (2009). Teachers’ Sense-Making Strategies While Watching Video of Mathematics Instruction. Journal of Technology and Teacher Education, 17(1), 7-29. Chesapeake, VA: Society for Information Technology & Teacher Education. Retrieved July 3, 2015 from http://www.editlib.org/p/26234.
© 2009 SITE