TY - JOUR
T1 - Impacting teachers’ reflection on elementary mathematics classroom videos in online asynchronous professional learning contexts
AU - Perry, Michelle
AU - Bates, Meg S.
AU - Cimpian, Joseph R.
AU - Beilstein, Shereen Oca
AU - Moran, Cheryl
N1 - This material is based upon work supported by the National Science Foundation under Grant No. 1621253. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
PY - 2022/12
Y1 - 2022/12
N2 - Video-based learning (VBL) aids STEM teacher professional development. In synchronous, in-person settings, researchers have linked changes in teachers’ reflective comments about videos to changes in their beliefs and classroom practices, which are associated with improved student outcomes. However, questions remain about VBL on asynchronous professional development websites, without facilitator support. This study experimentally examined how prompts, mathematical content, camera focus, and motivation for commenting impacted 300 educators’ reflective comments on videos in an online learning community. Results indicated that prompts targeted at specific focal areas (teachers, students, mathematics) produced more reflection on those focal areas, but less reflection in non-focal areas.
AB - Video-based learning (VBL) aids STEM teacher professional development. In synchronous, in-person settings, researchers have linked changes in teachers’ reflective comments about videos to changes in their beliefs and classroom practices, which are associated with improved student outcomes. However, questions remain about VBL on asynchronous professional development websites, without facilitator support. This study experimentally examined how prompts, mathematical content, camera focus, and motivation for commenting impacted 300 educators’ reflective comments on videos in an online learning community. Results indicated that prompts targeted at specific focal areas (teachers, students, mathematics) produced more reflection on those focal areas, but less reflection in non-focal areas.
KW - Professional learning
KW - Elementary mathematics
KW - Reflection
KW - Learning from video cases
U2 - 10.1016/j.tatelp.2022.100003
DO - 10.1016/j.tatelp.2022.100003
M3 - Article
SN - 2667-3207
VL - 1
JO - Teaching and Teacher Education: Leadership and Professional Development
JF - Teaching and Teacher Education: Leadership and Professional Development
M1 - 100003
ER -