Observing Videos of Teachers’ Own or Others’ Classrooms

• In Event: Contextualizing the Use of Video in Professional Development

Abstract

Classroom video has become an important reflective tool for professional teacher development. Despite the wide use of video based training, little is known about the specific effects that different types of videos may have on teachers’ learning processes. This study systematically investigates ten eighth-grade mathematics teachers’ cognitive, motivational and emotional learning processes while they analyze video-clips of their own teaching or that of others. In particular, the findings indicate that teachers who analyze their own videos are more emotionally involved than others. This involvement draws away resources that are necessary to describe teaching situations in a neutral way. The study suggests that different learning objectives need to be clarified before using videos of teachers own teaching or that of others.

Author

• Marc Kleinknecht, Technische Universität München