One of the most significant barriers to changing instructional practices is teachers' mindsets and beliefs about teaching and learning mathematics. This study identifies a promising new type of video club professional development that supports teachers in examining their instructional practices and mindsets. This form of professional learning is…

This preliminary study explores how GPT-4 Vision (GPT-4V) technology can be integrated into teacher analytics through observational assessment, aiming to improve reflective teaching practice. Our study develops a Video-based Automatic Assessment System (VidAAS) powered by GPT-4V. This approach uses Generative Artificial Intelligence (GenAI) to…

Professional development opportunities for museum educators are often short-term experiences that are void of reflections to support one's professional growth and practices within a collaborative environment. Video clubs may serve as an effective approach to supporting the professional growth and practices of educators in museum settings. Video…

The purpose of this qualitative phenomenological research study was to examine the thoughts and feelings of teachers when utilizing video-assisted micro-teaching to reflect on their practice. Research questions included how, and in what ways video-assisted micro-teaching helps teachers reflect on their teaching and in what ways video reflection…

Purpose: The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice. Design/methodology/approach: This single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy. Findings: The findings…

This study is about the use of contemplative practices in forest fieldwork and how such practices could support the growth of ecological literacy. Ecological literacy is explored by employing Donna Haraway's notions of "becoming-with" and "companion species." The study is based on fieldwork with a group of adult learners…

Deliberate reflection has been found to foster diagnostic accuracy on complex cases or under circumstances that tend to induce cognitive bias. However, it is unclear whether the procedure can also be learned and thereby autonomously applied when diagnosing future cases without instructions to reflect. We investigated whether general practice…

The purpose of this study was to investigate the effectiveness of promoting special education teacher candidates' reflective ability through a comprehensive field experience that combined (a) reflecting-on-action through video analysis with (b) reflecting-in-action through bug-in-ear coaching with real-time feedback. First, we implemented two…

Diagnostic abilities required during the on-going process of teaching include perception, interpretation and decision-making skills. They are regarded as important prerequisites for adaptive teaching. To teach these skills, several teacher education programs have been developed. However, a theoretical foundation is still missing. Here, we…

The article focuses the use and reflection of explanatory videos in pedagogical contexts from an interdisciplinary perspective and with regard to teacher reflection and production processes in a joint primary school pedagogical study (with a focus on mathematical learning processes) and Catholic religion education study (with a focus on secondary…

Explicit training is needed to support pre-service teachers in use of preventive behavior management strategies including behavior specific praise. This descriptive demonstration focused on a training process in universal prevention strategies, specifically behavior specific praise, to improve pre-service teachers' use of classroom management…

This article explores the impact of critical, humanizing pedagogies in early childhood education by focusing on the joyful experiences of Black children in PK-2 classrooms. Through the use of photovoice (Wang & Burris, 1997), a participatory research method, senior-level undergraduate early childhood education teacher candidates documented and…

This study examined fostering low-achieving students' epistemic understanding of discourse in knowledge building classrooms using video-based visual learning analytics. The participants were two Grade 9 visual arts classes of low-achieving students. The experimental class (n = 33) engaged in a knowledge building classroom supported by video-based…

We report on the results of a professional development programme involving four Hungarian teachers of mathematics. The programme aims to support teachers in integrating problem solving into their classes. The basic principle of the programme, as well as its novelty (at least compared to Hungarian practice), is that the development takes place in…

This study explored using video self-analysis as a practice to help teachers identify effective problem-based learning (PBL) instruction and identify areas for their professional growth. Five seventh-grade teachers in the United States who varied in age, gender, ethnicity, and years of experience video-recorded their PBL instruction. Teachers then…