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March 2018 Volume 18, Number 1


Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 9

  1. Editorial: Considering Experience to Advance Research in Video-Enhanced Teacher Learning

    Simon Flandin & Valérie Lussi Borer, University of Geneva, Switzerland; Cyrille Gaudin, University of Limoges, France

    Improving the field’s knowledge about (a) how to better design video-enhanced programs to enable teacher trainees to have constructive experiences and (b) how to enact more efficient educational... More

    pp. 1-10

  2. Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation

    Rossella Santagata & Karen Taylor, University of California Irvine, United States

    This study examines whether preservice teachers’ experiences with video analyses during teacher preparation have long-lasting effects on their practices once they enter the profession. Specifically... More

    pp. 11-28

  3. Video in the Middle: Purposeful Design of Video-Based Mathematics Professional Development

    Nanette Seago, WestEd, United States; Karen Koellner, Hunter College, City University of New York, United States; Jennifer Jacobs, University of Colorado, Boulder, United States

    In this article the authors described their exploration of a particular design element they labeled “video in the middle.” As part of the video in the middle design, the viewing of carefully... More

    pp. 29-49

  4. Leveraging Analysis of Students’ Disciplinary Thinking in a Video Club to Promote Student-Centered Science Instruction

    Tara Barnhart, California State University, Fullerton, United States; Elizabeth van Es, University of California, Irvine, United States

    Recent policy reports and standards documents advocate for science teachers to adopt more student-centered instructional practices. Four secondary science teachers from one school district... More

    pp. 50-80

  5. Examining the Quality of Preservice Science Teachers’ Written Reflections When Using Video Recordings, Audio Recordings, and Memories of a Teaching Event

    Brendan Calandra, Georgia State University, United States; Laurie Brantley-Dias, Kennesaw State University, United States; Johnathan Yerby & Kadir Demir, Georgia State University, United States

    A group of preservice science teachers edited video footage of their practice teaching to identify and isolate critical incidents. They then wrote guided reflection papers on those critical... More

    pp. 81-101

  6. Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher’s Experience

    Christine Hamel & Anabelle Viau-Guay, Université Laval, Canada; Luc Ria, ENS-Lyon, France; Justine Dion-Routhier, Université Laval, Canada

    Elementary teachers are expected to teach complex and authentic lessons and integrating multiple disciplines. In so doing, they must take many elements into account, such as disciplinary content,... More

    pp. 102-124

  7. Analysis of Video-Based Training Approaches and Professional Development

    Serge Leblanc, Faculté d'éducation université Montpellier, France

    The use of videos to analyze teaching practices or initial teacher training is aimed at helping build professional skills by establishing more explicit links between university education and... More

    pp. 125-148

  8. Referentiality in Secondary Teachers' Video Observation of Others' Teaching

    Valérie Lussi Borer, Alain Muller & Simon Flandin, University of Geneva, Switzerland

    This article presents a study of individual video-based educational sessions with secondary trainee teachers (N = 30) observing others’ teaching. Within a Peircian semiotic framework, the study was... More

    pp. 149-167

  9. The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on Their Teaching: A Case Study in Physical Education

    Cyrille Gaudin, University of Limoges, France; Sébastien Chaliès & Jérôme Amathieu, University of Toulouse, France

    This case study documents the influence of preservice teachers’ experiences in a Video-Enhanced Training Program (VETP) on their teaching. The conceptual framework of this VETP comes from a... More

    pp. 168-196