Studying the Impact of the Lesson Analysis Framework on Preservice Teachers' Abilities to Reflect on Videos of Classroom Teaching
Bibliographic Data
| ID | 4308628 |
|---|---|
| Authors | Rossella Santagata (0000-0003-1499-8556, University of California, Irvine, Irvine, CA, USA,, corresponding author), Giulia Angelici (Università Milano-Bicocca, Milan, Italy) |
| Year | 2010 |
| Volume | 61 |
| Issue | 4 |
| Pages | 339-349 |
| Publication date | 2010-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487110369555 |
| OpenAlex | W2020865211 |
| Language | EN |
| Citations received | 68 |
| References cited | 14 |
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
Mathematics education · Pedagogy · Teacher education · Teaching method · Educational Environments and Student Outcomes · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Reflecting on free play
Quality in Early Education Classrooms
Video viewing in teacher education and professional development
Using video to teach future teachers to learn from teaching
Fallbasiertes Lernen mit Unterrichtsvideos in der Lehrerinnen- und Lehrerbildung
Professional Learning Through Video
Lesson observation
Aprender la Física a través de anotaciones de vídeos en línea
Teacher candidates’ reflections on the learning outcomes of video-based supervision
Preservice Teachers’ Perceptions of Linguistic Abilities and Privacy Policies in the Use of Visual Materials During Their Own and Their Tutors’ Lessons
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
Guiding pre-service teachers’ visual attention through instructional settings
Constructing multi-theory vignettes to measure the application of knowledge in ambivalent educational situations
Individual learning paths mastering teachers’ professional vision
Prospective Teachers’ Self-Regulation
Let Me Think About It—Establishing “Need to Reflect” as a Motivational Variable in Reflection Processes
Participants’ views of the use of video in lesson study in higher education in Spain
The same or different?“ – Effekte von Unterrichtsanalyse und Unterrichtsreflexion auf die Veränderung kognitiver und motivationaler Merkmale professioneller Lehrkompetenz
Stichwort
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
Exploring pre-service teachers’ reflection mediated by an AI-powered teacher dashboard in video-based professional learning
Are good observers good classroom managers? The relationship between teachers’ professional vision and their students’ ratings on classroom management
Development of professional vision and pedagogical content knowledge during initial teacher education
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help
Effects of digital video-based feedback environments on pre-service teachers’ feedback competence
How preservice teachers change noticing and reasoning skills for formative assessment
A visual learning analytics (VLA) approach to video-based teacher professional development
Preservice Teachers’ Professional Vision for and Capacity to Teach Self-Regulated Learning
Exploring the Roles of Content Knowledge and Pedagogical Content Knowledge in Teacher Noticing
Lesson analysis and plan template
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse
The knowledge-based reasoning of physical education teachers
Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors
Video-based reflection in second language teacher education
Capacity building to bridge data use and instructional improvement through evidence on student thinking
Developing the SRL-PV assessment scheme
Connecting feedback to self-efficacy
Fallbasiertes Lernen mit Unterrichtsvideos in der Lehrerinnen- und Lehrerbildung
Comparing the effects of a specific task instruction and prompts on pre-service teachers’ noticing of classroom management situations
Learning to teach mathematics and to analyze teaching effectiveness
Promoting teacher scaffolding in small-group work
Instructional strategies for using video in teacher education
Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision
Delving into the meaning of productive reflection
Using cognitive diagnosis to guide workshop design
Examining the mathematical knowledge for teaching involved in pre-service teachers' reflections
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment
Improving instruction of future teachers
Promoting pre-service teachers' professional vision of classroom management during practical school training
A model for investigating and developing mathematics teachers' noticing of argumentation
Digital video-based peer feedback training
How pre-service teachers observe teaching on video
How to improve teachers’ noticing effectively
Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes
A framework for facilitating video-mediated reflection
Teachers learning from analysis of other teachers' reading lessons
Breaking with tradition
The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection
Re-storying practice
Fostering preservice teachers’ noticing with structured video feedback
Studying teacher noticing
Studying the impact of three different instructional methods on preservice teachers’ decision-making
Professional Development Research
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers
Towards ambitious teaching
Promoting Professional Vision of Classroom Management Through Different Analytic Perspectives in Video-Based Learning Environments
Does Teacher Noticing Matter for Students' Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
The role of lesson analysis in pre-service teacher education
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
Learning to observe
Characterizing productive reflection among preservice elementary teachers
Capturing Teachers’ Generative Change
Cognition and Improvisation
Learning about and learning from expert teachers
Preparing Teachers to Learn from Teaching
Teachers' Analyses of Classroom Video Predict Student Learning of Mathematics
| Unique citing works | 68 |
|---|---|
| Citations per year | 4,53 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 67 |