Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching
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研究课程分析框架对职前教师反思课堂教学视频能力的影响
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Giulia Angelici
中科院分区：
文献类型：
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作者：
R. Santagata;Giulia Angelici
本研究调查了观察框架对职前教师进行基于视频的富有成效的数学教学反思能力的影响。课程分析框架源自对专家与新手教师差异的研究。其核心要素是分析教师的教学决策对学生数学学习的影响。通过实验设计，该框架对职前教师反思教学能力的影响与侧重于评估单独教学要素的替代框架的影响进行了比较。研究结果表明，课程分析框架有助于职前教师学习详细阐述他们观察到的内容并提出替代教学策略。此外，该框架还提供了一个对观察到的教学进行基于证据的评估的结构。
This study investigates the impact of an observation framework on preservice teachers’ abilities to engage in productive video-based reflections on mathematics teaching. The Lesson Analysis Framework draws from research on expert—novice teacher differences. Its central element is the analysis of the impact of teachers’ instructional decisions on students’ learning of mathematics. Through an experimental design, the effects of this framework on preservice teachers’ abilities to reflect on teaching are compared to the effects of an alternative framework focused on the evaluation of separate elements of instruction. Findings suggest that the Lesson Analysis Framework facilitates preservice teachers’ learning to elaborate on what they observe and to propose alternative teaching strategies. In addition, the framework provides a structure for evidence-based evaluation of observed instruction.