Optimising the use of available technology to support international collaborative research in mathematics classrooms. Mathematics classrooms in twelve countries: The insider’s perspective. Sisyphus Journal of Education, 1(3), 94–121.Ĭlarke, D. Facilitating reflection and action: The possible contribution of video to mathematics teacher education. Teaching and Teacher Education, 18(8), 947–967.Ĭlarke, D. Elaborating a model of teacher professional growth. Journal of Staff Development, 21(4), 40–43.Ĭlarke, D. Seeing is understanding: Examining the merits of video and narrative cases. Making connections: Comparing mathematics classrooms around the world. J., Emanuelsson, J., Jablonka, E., & Mok, I. Melbourne: International Centre for Classroom Research, The University of Melbourne.Ĭlarke, D. Video- window, lens or distorting mirror? Unpublished manuscript. Journal of Staff Development, 20(3), 26–27.Ĭlarke, D. Journal of Teacher Education, 42, 263–272.īarnett, C. Building a case-based curriculum to enhance the pedagogical content knowledge of mathematics teachers. Melbourne: Educational Services Australia.īarnett, C. Australian professional standards for teachers. AAMT standards for excellence in teaching mathematics in Australian schools. The balance between structure and agency realised in the study, in combination with the use of video for observation and analysis of practice, facilitated teacher self-reflection and functioned to both support and provoke teacher learning.ĪAMT. The approach identified the video record as an artefact of the teacher’s own practice and one which demanded a professional response from the teacher. Teachers and researchers examined video-recorded lessons focusing on the teachers’ selected observation elements, and then engaged in feedback conversations about their observations and analyses, and the implications of these for future practice. An observation framework grounded in classroom practice research was developed, and teachers selected elements of that framework to serve as the focus for examining their practice and seeking feedback about that practice. The study involved the investigation of an approach to the provision of feedback to teachers about their practice that involved stimulating teacher self-reflection and juxtaposed structure and agency. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to teachers to play a self-scaffolding role in their own professional education. This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed.
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