The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience
By Rossella Santagata, C. Zannoni, James W. Stigler. 2007
471 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/9a4203756cd53b2bdc010bbc4892c0dcdf53e7c1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Nikol Rummel
- Alexander Renkl
- Elizabeth A. van Es
- Hans Spada
- Cathery Yeh
- G. Angelici
- D. Leiss
- Amanda Jansen
In Education
- Elizabeth A. van Es
- Jennifer W. Sun
- Cathery Yeh
- Rossella Santagata
- Tina Seidel
- Alexander Renkl
- Geraldine Blomberg
- Miriam Gamoran Sherin
Citations in the corpus
- Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning (2015, methodology): “This course concentrated on number sense and fractions and on skills for learning from teaching using a framework, the Lesson Analysis Framework, developed by Santagata et al. (2007) to provide PSTs opportunities to practice the four analysis skills outlined above.”
- Professional Noticing of Children's Mathematical Thinking. (2010, background): “For example, Santagata, Zannoni, and Stigler (2007) have offered a lesson-analysis framework as a means for helping prospective teachers gain expertise in observing and reasoning about classroom events.”
- Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching (2010, methodology): “The essential elements of any instructional effort are included in the lesson: goals for students’ learning, activities, assessment, and closure (Hiebert et al., 2007; Santagata et al., 2007).”
- An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “The course for secondary preservice teachers was heavily influenced by research on teacher noticing, lesson analysis, and teacher reflection (Hiebert et al., 2007; Rodgers, 2002; Santagata et al., 2007; van Es & Sherin, 2002).”
- Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “…teachers’ specific open answers (proposed dimensions, for instance, are “developing concepts”, “connecting concepts and topics”, “appropriate use of representations to explain algorithms”, Kersting et al. 2012; or “elaboration”, “links to evidence”, “alternative strategies”, Santagata et al. 2007).”