Advertisement

ZDM

, Volume 38, Issue 5, pp 422–432 | Cite as

Learning with classroom videos: conception and first results of an online teacher-training program

  • Kathrin Krammer
  • Nadja Ratzka
  • Eckhard Klieme
  • Frank Lipowsky
  • Christine Pauli
  • Kurt Reusser
Analyses

Abstract

Within the framework of a yearlong teacher education program we examined the conditions and effectiveness of learning with classroom videos. In online phases and face-to-face sessions (blended learning), 20 teachers from two different countries. (Germany and Switzerland) analyzed videos of their own mathlessons and math-lessons of other teachers. Using different instruments, the training program was evaluated from a scientific perspective. The evaluation aimed to obtain information about processes within the training, about the acceptance of the training by the teachers and the patterns of perception of teaching processes of the teachers.

ZDM-Classification

B60 B50 C70 D40 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bromme, R. (1997). Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers. In F. E. Weinert (Hg.),Enzylopädie der Psychologie, Band 3, Psychologie des Unterrichts und der Schule (S. 177–212). Göttingen: Hogrefe.Google Scholar
  2. Brophy, J. (2004). (Ed.).Using video in teacher education. Oxford: Elsevier.Google Scholar
  3. Chan, P. Y. K. & Harris, R. C. (2005). Video ethanography and teachers' cognitive activities. In J. Brophy & S. Pinnegar (Eds.),Learning from research on teaching: perspective, methodology and representaiton.Advaces in Research on Teaching, 11 (pp. 337–375). Oxford: Elsevier.CrossRefGoogle Scholar
  4. Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier.Educational Evaluation and Policy Analysis, 12 (3), 271–315.Google Scholar
  5. Cuban, L. (1990). Reforming again, again, and again.Educational Researcher, 19(1), 3–13.Google Scholar
  6. Diedrich, M., Thußbas, C. & Klieme, E. (2002). Professionelles Lehrerwissen und selbstberichtete Unterrichtspraxis im Fach Mathematik.Zeitschrift für Pädagogik 45. Beiheft, 107–123.Google Scholar
  7. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jaitudcobs, V. R. & Empson, S. B. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction.Journal for Research in Mathematics Education, 27(4), 403–434.CrossRefGoogle Scholar
  8. Goldman, E. & Barron, L. (1990). Using hypermedia to improve the preparation of elementary teachers.Journal of Teacher Education, 41 (3), 21–31.CrossRefGoogle Scholar
  9. Goodyear, P. (2001).Effective networked learning in higher education: notes and guidelines. Retrieved May 17, 2006 from http://csalt.lancs.ac.uk/jisc/docs/guidelines_final.docGoogle Scholar
  10. Haab, S., Reusser, K., Waldis, M. & Petko, D. (2003). «Stimmungsbarometer»: ein interaktives Steuer- und Evaluationsinstrument für Online-Kurse.Beiträge zur Lehrerbildung, 21 (2), 240–246.Google Scholar
  11. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P. & Stigler, J. W. (2003).Teaching mathematics in seven countries: results from the TIMSS 1999 Video Study (NCES 2003-013), US Department of Education. Washington, DC: National Centre for Education Statistics.Google Scholar
  12. Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach.American Educational Research Journa, 26 (2), 160–189.Google Scholar
  13. Hord, S. M. (1997).Professional learning communities. Communities of continuous inquiry and improvement. Austin: Southwest Educational Development Department.Google Scholar
  14. Kirkpatrick, D. L. (1979). Techniques for evaluating training programs.Training and Development Journal, 33 (6), 78–92.Google Scholar
  15. Klieme, E. & Reusser, K. (2003). Unterrichtsqualität und mathematisches Verständnis im internationalen Vergleich—Ein Forschungs-projekt und erste Schritte zur Realisierung.Unterrichtswissenschaft, 31 (3), 194–205.Google Scholar
  16. Klieme, E., Schümer, G. & Knoll, S. (2001). Mathematikunterricht in der Sekundarstufe I: «Aufgabenkultur» und «Unterrichtsgestaltung». In E. Klieme & J. Baumert (Hg.),TIMSS-Impulse für Schule und Unterricht. Forschungs-befunde, Reforminitativen, Praxisberichte und Video-Dokumente (S. 43–58). Bonn: Bundesministerium für Bildung und Forschung.Google Scholar
  17. Krammer, K. & Reusser, K. (2004). Unterrichts-videos als Medium der Lehrerinnen—und Lehrerbildung.SEMINAR—Lehrerbildung und Schule, 10 (4), 80–101.Google Scholar
  18. Krauss, S., Kunter, M., Brunner, M., Baumert, J., Blum, W., Neubrand, M. Jordan, A. & Löwen, K. (2004). COACTIV: Professionswissen von Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz. In: J. Doll & M. Prenzel (Hg.),Die Bildungsqualität von Schule: Lehrerprofessionalisierung, Unterrichtsentwicklung und Schülerförderung als Strategien der Qualitätsverbesserung (S.31–53). Münster: Waxmann.Google Scholar
  19. Lampert, M., Heaton, R. & Ball, D. L. (1994). Using technology to support a new pedagogy of mathematics teacher education.Journal of Special Education Technology, 12 (3), 276–289.Google Scholar
  20. Lewis, C., Perry, R. & Hurd, J. (2004). A deeper look at lesson study.Educatonal Leadership, 61 (5), 18–23.Google Scholar
  21. LessonLab Research Institute (LLRI) (2006). Visibility SoftwareTM. Retrieved May 17, 2006 from http://www.llri.org/html/visibility.htmGoogle Scholar
  22. Lipowsky, F. (2004). Was macht Fortbildungen für Lehrkräfte erfolgreicht? Befunde der Forschung und mögliche Konsequenzen für die Praxis.Die Deutsche Schule, 96 (4), 462–479.Google Scholar
  23. Perry, G. & Talley, S. (2001). Online video case studies and teacher education. A new tool for preservice education.Journal of computing in teacher education, 17 (4), 26–31.Google Scholar
  24. Petko, D. & Reusser, K. (2005). Praxisorientietes E-Learning mit Video. In A. Hohenstein & K. Wilbers (Hg.),Handbuch E-Learning. Expertenwissen aus Wissenschaft und praxis (Beitrag 4.22). Köln: Deutscher Wirtschaftsdienst.Google Scholar
  25. Putnam, R. T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning?.Educational Researcher, 29 (1), 4–15.Google Scholar
  26. Rakoczy, K., Buff, A. & Lipowsky, F. (2005). Befragungsinstrumeente. In E. Klieme, C. Pauli & K. Reusser (Hg.),Dokumentation der Erhebungs—und Auswertungsinstrumente zur schweizerisch-deutschen Videostudie “Unterichtsqualität, Lernverhalten und mathematisches Verständnis”, Teil 1 (=Materialien zur Bildungsforschung, Bd. 13). Frankfurt am Main: Gesellschaft zur Förderung der pädagogischen Forschung (GFPF).Google Scholar
  27. Salmon, G. (2000).E-Moderating: the key to teaching and learning online. London: Kogan Page.Google Scholar
  28. Seago, N. (2004). Using video as an object of inquiry for mathematics teaching and learning. In Brophy, J. (Ed.),Using video in teacher education (pp. 259–286). Oxford: Elsevier.Google Scholar
  29. Sherin, M. G. & Han S. Y. (2003). Teacher learning in the context of a video club.Teaching and Teacher Education, 20, 163–183.CrossRefGoogle Scholar
  30. Shering, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.),Using video in teacher education (pp. 1–27). Oxford: Elsevier.Google Scholar
  31. Strother, J. (2002). An assessment of the effectiveness of E-learning in corporate training programs.International Review of Research in Open and Distance Learning, 3 (1), 1–16.Google Scholar
  32. Tillema, H. (1995). Changing the professional knowledge and beliefs of teachers: a training study.Learning and Instruction, 5, 291–318.CrossRefGoogle Scholar
  33. Thompson, A. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. Grouws (Ed.),Handbook of research in mathematics teaching and learning (pp. 127–146). New York: MacMillan.Google Scholar
  34. Wilson, S. M. & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.),Review of Research in Education (pp. 173–209). Washington, D. C.: American Research Association.Google Scholar
  35. Zobrist, B., Krammer, K. & Reusser, K. (2004). Einführungssequenzen, In K. Reusser, C. Pauli & K. Krammer (Hg.),Unterrichtsvideos für die Aus—und Weiterbildung von Lehrpersonen, DVD 1. Universität Zürich: Pädagogishes Institut.Google Scholar

Copyright information

© ZDM 2006

Authors and Affiliations

  • Kathrin Krammer
    • 1
  • Nadja Ratzka
    • 2
  • Eckhard Klieme
    • 2
  • Frank Lipowsky
    • 3
  • Christine Pauli
    • 1
  • Kurt Reusser
    • 1
  1. 1.Pädagogisches InstitutUniversität ZürichZürichSwitzerland
  2. 2.Deutsches Institut für International Pädagogische ForschungFrankfurt/MainGermany
  3. 3.Institut für ErziehungswissenschaftUniversity of KasselKasselGermany

Personalised recommendations