1. NEW PERSPECTIVES ON THE ROLE OF VIDEO IN TEACHER EDUCATION

By Miriam Gamoran Sherin. 2003

424 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/434941bee030e1cf92f0551d3c561830320130b3

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Citations in the corpus

What do teachers think and feel when analyzing videos of themselves and other teachers teaching (2013, background): “Nonparticipants observing videos can analyze teaching systematically, relieved of the need to interact with teacher and pupils (Sherin, 2004; Sherin & van Es, 2009).”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “…instructional practice and student thinking supports teachers in explaining students’ contributions (Sherin & Han, 2004), inferring possible reasons for the videoed teacher’s instructional decisions (Sherin, 2004), and formulating questions that uncover student thinking (Borko et al., 2008).”
Articulating Design Principles for Productive Use of Video in Preservice Education (2018, background): “Intellectual Interactions in a System Video has a variety of features that make it a promising tool to mediate preservice teachers’ learning (Calandra & Rich, 2015; Gaudin & Chaliès, 2015; Hatch & Grossman, 2009; Sherin, 2004).”
Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016, background): “2008), reflecting on evidence of teaching together (Ball and Cohen 1999; Sherin 2004), engaging in active learning strategies as well as explicit instruction to learn new instructional approaches (Penuel et al.”
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom (2009, positive): “…studies in specific areas such as teacher education have produced significant results favoring videos (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Brophy, 2004; LeFevre, 2003; Moreno & Valdez, 2007; Pryor, & Bitter, 2008; Richardson & Kile, 1999; Seago, 2003; Sherin, 2003; Wang & Hartley, 2003).”
Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers (2008, background): “For instance, viewing videos allowed teachers to reflect on student comments without a need to immediately react (Sherin, 2000, 2004; Sherin & Han, 2004), which helped to develop a knowledge of how to interpret and reflect, rather than a knowledge of ‘‘what to do next’’ (Sherin, 2004).”
Understanding affordances and challenges of three types of video for teacher professional development (2011, background): “In addition, in most programs video was viewed only once (Sherin, 2004).”
Teacher Learning in the Context of a Video Club. (2004, background): “In other work, we elaborate on the unique affordances that video has to offer teacher education (Sherin, 2004).”
How Different Video Club Designs Support Teachers in “Learning to Notice” (2006, background): “In particular, video appears to portray the richness of classroom interacriJns, and it can be used in contexts that allow teachers time to reflect on the~ interactions (Sherin, 2004; Sherin & Han, 2004).”