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Journal of Mathematics Teacher Education

, Volume 8, Issue 5, pp 363–392 | Cite as

Talking About Teaching Episodes

  • Ricardo NemirovskyEmail author
  • Cara DiMattia
  • Branca Ribeiro
  • Teresa Lara-Meloy
Article

Abstract

This paper examines two types of discourse in which teachers engage when discussing case studies based on classroom episodes, and the ways in which the availability of video data of these episodes may motivate a shift in the mode of discourse used. We interviewed two pairs of secondary school mathematics teachers after they had read a case study based on a 16-minute mathematics classroom episode taped in a secondary school in the United States. During each interview, a multimedia version of the case study, including video of the original episode, was available to the participants. We identify two modes of discourse engaged in by the teachers during the interviews: Grounded Narrative and Evaluative Discourse. We examine and identify the characteristics of the two discourse forms, drawn from both video and textual analysis. These characteristics are self-reflective talk, perspective, ethics, and linguistic patterns. The identification of two modes of discourse is relevant for researchers and teacher educators using case studies or video recordings. In addition, the findings provide insight into how teachers are “seeing” classroom events in a video case study.

Keywords

Teacher Educator Video Recording Textual Analysis Mathematics Teacher Video Data 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer 2005

Authors and Affiliations

  • Ricardo Nemirovsky
    • 1
    Email author
  • Cara DiMattia
    • 1
  • Branca Ribeiro
    • 1
  • Teresa Lara-Meloy
    • 1
  1. 1.TERCCambridgeUSA

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