Journal article
Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners
The New educator, Vol.12(1), pp.85-104
01/02/2016
DOI: 10.1080/1547688X.2015.1113350
Abstract
This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who wore head-mounted video cameras. Viewing and discussing these video clips through a collaborative partnership with a university teacher educator facilitated growth in who, what, and how teachers noticed and ultimately improved their teaching. We present an adapted framework from research on teacher noticing introduced by van Es (2011) and van Es and Sherin (2008) that focuses on English language learners.
Details
- Title: Subtitle
- Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners
- Creators
- Anne Estapa - Iowa State UniversityRachel J. Pinnow - University of MissouriKathryn B. Chval - University of Missouri
- Resource Type
- Journal article
- Publication Details
- The New educator, Vol.12(1), pp.85-104
- Publisher
- Routledge
- DOI
- 10.1080/1547688X.2015.1113350
- ISSN
- 1547-688X
- eISSN
- 1549-9243
- Grant note
- DRL-0844556 / National Science Foundation (10.13039/100000001)
- Language
- English
- Date published
- 01/02/2016
- Academic Unit
- Teaching and Learning; Psychological and Quantitative Foundations
- Record Identifier
- 9984371087402771
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