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Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice
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Chazan, Daniel; Herbst, Patricio – Teachers College Record, 2012
Background/Context: For decades, teacher educators and professional developers have been using video recordings of actual classroom practice to help teachers reflect on their teaching (e.g., van Es & Sherin, 2002, 2008) and to help preservice teachers come into contact with practice (Lampert & Ball, 1998). However, the use of video records of…
Descriptors: Teaching Methods, Animation, Interaction, Video Technology
Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy
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Juzwik, Mary M.; Sherry, Michael B.; Caughlan, Samantha; Heintz, Anne; Borsheim-Black, Carlin – Teachers College Record, 2012
Background/Context: This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study: In particular, we aimed to support the development of…
Descriptors: Feedback (Response), Video Technology, Reflection, Social Networks
"Intermediate Theory" Building: Integrating Multiple Teacher and Researcher Perspectives through In-Depth Video Analysis of Pedagogic Strategies
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Hennessy, Sara; Deaney, Rosemary – Teachers College Record, 2009
Background/Context: This work draws on a "participatory" approach to research collaboration that respects the teacher's "voice" in building on and extending the interactive "colearning" agreements between researchers and practitioners that work toward improving practice. Both parties in these agreements act as agents…
Descriptors: Educational Technology, Teaching Methods, Focus Groups, Video Technology
A Dialogic Inquiry Approach to Working with Teachers in Developing Classroom Dialogue
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Hennessy, Sara; Mercer, Neil; Warwick, Paul – Teachers College Record, 2011
Background/Context: This article describes how we refined an innovative methodology for equitable collaboration between university researchers and classroom practitioners building and refining theory together. The work builds on other coinquiry models in which complementary professional expertise is respected and deliberately exploited in order to…
Descriptors: Foreign Countries, Case Studies, Observation, Questionnaires