Using Video Clips of Mathematics Classroom Instruction as Item Prompts to Measure Teachers' Knowledge of Teaching Mathematics

By N. Kersting. 2008

245 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0e0a269226423112fcd386b7545a21661681998a

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In Education

Citations in the corpus

The relation between content-specific and general teacher knowledge and skills (2016, background): “Kersting (2008) showed that mathematics teachers' skills of perceiving mathematics instruction were significantly positively correlated with their MCK. Sherin, Jacobs, and Philipp (2011) showed that perceiving mathematics instruction in turn predicted these teachers' performance in the classroom…”
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers (2014, methodology): “In both contexts, the use of video has become a prominent tool for studying teacher learning and the activating of teacher knowledge (Brophy, 2004; Goldman, Pea, Barron, & Denny, 2007; Kersting, 2008).”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “However, current innovative approaches in videocued testing are exemplified in the teaching of mathematics (e.g., Kersting, 2008) or in general teaching (e.g., König & Kramer, 2016; Seidel & Stürmer, 2014).”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “…2008); they have also developed different measures of teacher knowledge, ranging from multiple-choice or open-ended items administered on paper-and-pencil surveys (Hill et al. 2008, Baumert et al. 2010, Shechtman et al. 2010) to asking teachers to analyse videotaped clips (Kersting 2008).”
Changes in professional vision in the context of practice (2013, methodology): “using video is regarded as helpful both for supporting initial knowledge acquisition by linking theory to practice, and for reflecting on teaching experiences during practical phases (Brophy 2004; goldman 2007; gomez et al. 2008; Kersting 2008).”
Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking (2018, background): “…Harrington, 1995; Herbst & Chazan, 2015; Stein, Smith, Henningsen, & Silver, 2009) or their skill at analyzing teaching as a means to assess their teaching knowledge (Kersting, 2008), but these foci do not enable teacher educators to see what novices are able to do to elicit student thinking.”
Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis (2011, background): “Typical measures include college degree, certification status, experience, and student achievement; researchers have considered content area and educational preparation, teachers’ own test scores, and the quality of undergraduate and graduate institutions attended (Angrist & Guryan, 2003; Coleman, 1”
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning (2015, methodology): “Participants completed the CVA, an assessment developed to capture teacher knowledge for teaching mathematics (Kersting, 2008), prior to and at completion of the methods courses.”