The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching
The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching
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基于视频的方法对未来教师分析数学教学能力的影响
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
I. Alghazo
中科院分区：
文献类型：
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作者：
O. Alsawaie;I. Alghazo
本研究是一项干预研究，旨在探讨视频课堂分析方法对初高中数学教师数学教学分析能力的影响。这项研究的样本包括26名在阿联酋大学参加方法课程的女性准数学教师。参与者被平均分成两组，试验组和对照组。实验组参与了视频课程分析，他们分析了整个学期的10节视频课程。小组成员通过Blackboard技术通过论坛进行互动。两个小组都写了两节视频课程的分析，一节在干预计划之前，另一节在干预计划结束时。结果发现，干预显著提高了实验组的数学教学分析能力，而控制组的分析能力提高不明显。讨论了对教师教育计划的影响。
This is an intervention study that explored the effect of using video lesson analysis methodology (VLAM) on the ability of prospective middle/high school mathematics teachers to analyze mathematics teaching. The sample of the study consisted of 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University. The participants were divided equally into two groups, experimental and control. The experimental group was involved in video lesson analysis where they analyzed ten video lessons throughout the semester. The group members interacted via discussion forums through Blackboard technology. Both groups wrote analyses of two video lessons, one before the intervention program and another at the end of it. It was found that the intervention remarkably improved the ability to analyze mathematics teaching of the experimental group while little improvement occurred to the control group. Implications for teacher education programs are discussed.