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Understanding affordances and challenges of three types of video for teacher professional development
ARTICLE

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TATE Volume 27, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Although researchers have reported positive effects on teacher learning from observing published video, teachers’ own video, and their colleagues’ video, very few professional development programs have integrated all three types of video to improve teacher learning. In this study, we examined the affordances and challenges of the three types of video when they were used in a Problem-Based Learning professional development program, drawing upon multiple data sources from 26 K–12 science teachers. We present a case study to illustrate how one teacher might learn from each type of video, and conclude with recommendations for using video in professional development.

Citation

Zhang, M., Lundeberg, M., Koehler, M.J. & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 27(2), 454-462. Elsevier Ltd. Retrieved October 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.09.015

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