10. USING VIDEO AS AN OBJECT OF INQUIRY FOR MATHEMATICS TEACHING AND LEARNING

Abstract

For more than a decade there have been calls to change professional development and teacher education. A central task and challenge for teacher educators is to design learning experiences that offer the greatest potential for improving teacher practice. Recently, videos of classrooms have emerged as tools for teacher learning. This chapter will consider the issues we faced attempting to create a coherent, sequenced professional development curriculum using video to help teachers improve mathematics teaching and learning. We will share some of the principles that guided the work, what we’ve been learning and indicate where we feel more research is needed.

Citation

Seago, N. (2003), "10. USING VIDEO AS AN OBJECT OF INQUIRY FOR MATHEMATICS TEACHING AND LEARNING", Brophy, J. (Ed.) Using Video in Teacher Education (Advances in Research on Teaching, Vol. 10), Emerald Group Publishing Limited, Leeds, pp. 259-286. https://doi.org/10.1016/S1479-3687(03)10010-7