Efficacy of video-based teacher professional development for increasing classroom discourse and student learning

2020 ◽  
Vol 29 (4-5) ◽  
pp. 642-680
Author(s):  
Gaowei Chen ◽  
Carol K. K. Chan ◽  
Kennedy K. H. Chan ◽  
Sherice N. Clarke ◽  
Lauren B. Resnick
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Professional Development ◽  
Classroom Discourse ◽  
Teacher Professional

Supporting Teacher Learning: Improving Mathematics Instruction through Classroom-Based Inquiry

2007 ◽  
Vol 14 (3) ◽  
pp. 182-186
Author(s):  
Caroline Brayer Ebby ◽  
Maria Palaitis Ottinger ◽  
Penny Silver
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Learning ◽  
Teacher Professional Development ◽  
Mathematics Instruction ◽  
Learning To Teach ◽  
Mathematical Content ◽  
Beliefs And Practice ◽  
Teacher Professional ◽  
Teacher's Knowledge

Research has shown that learning to teach mathematics for understanding is not simply a matter of learning new pedagogical techniques but rather requires substantial changes in a teacher's knowledge, beliefs, and practice (Putnam and Borko 2000). Preparing teachers to implement reform-oriented curricula requires positioning them as learners and inquirers of mathematical content, student learning, and instructional practice. Ball (1996) asserts that teacher professional development must embrace the uncertainty of practice and reflect a “stance of critique and inquiry—a stance of asking and debating, a discourse of conjecture and deliberation” (p. 506).

scholarly journals Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme

2021 ◽  
Vol 9 ◽  
pp. A37-A59
Author(s):  
Klara Sedova
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Classroom Discourse ◽  
Development Programme ◽  
Dialogic Teaching ◽  
Video Recordings ◽  
Teacher Professional ◽  
Over Time ◽  
The Way

This study deals with the question of whether a change in classroom discourse implemented through teacher professional development (TPD) is sustainable over time. I studied one teacher’s practices and thinking three years after completing a TPD programme focused on dialogic teaching. The data were collected through interviews with the teacher and video recordings of her lessons. The data showed that the teacher continued with dialogic teaching, but she appropriated and modified the concept of dialogic teaching to serve her own needs and preferences. The way the teacher overcame obstacles to sustaining the implemented change is discussed in the study.

Sign in / Sign up

Export Citation Format

Share Document