期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2020
卷号：16
期号：4
页码：1-22
DOI：10.29333/ejmste/113288
出版社：Pamukkale Univ Dept Sci Education
摘要：Video is a common tool to support teacher learning, as it provides opportunity for
reflection on teaching practices. Video clubs are one professional learning experience
that integrates video, providing teachers an opportunity to collaboratively discuss
videos from their teaching. However, few research studies have focused on the
characteristics of videos used for teacher learning. We engaged teachers in a video
club over the course of an academic year and analyzed the relationships between the
videos teachers discussed and the complexity of the videos. Findings indicate teachers
were less likely to select videos with higher complexity for discussion; however, they
commonly discussed videos that included multiple participation structures for
students. Teachers also discussed videos that included teacher questioning and
scaffolding, student misconceptions, and those in which student thinking initially
seemed inflexible. We provide the Video Complexity Framework for teacher educators
and researchers to use to describe the complexity of the videos in teacher education.
关键词：video; mathematics education; middle grades; mathematics teacher;
professional development; video club
