Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching

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Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “2.2 Learning to Systematically Analyze Teaching Recent research proposes frameworks to support pre-service and practicing teachers in developing productive approaches for analyzing teaching (Ermeling, 2010; Hiebert et al., 2007; Rodgers, 2006; Santagata & Angelici, 2010).”
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning (2015, background): “Second, our findings provide support for teacher preparation experiences like those included in the LMT course and other studies (Davis, 2006; Santagata & Angelici, 2010) that combine instruction on systematic analysis and pedagogy.”
Instructional strategies for using video in teacher education (2013, background): “Moreover, participants were also able to apply this knowledge to observing and evaluating authentic classroom situations, which is regarded as a relevant objective in initial teacher education (Santagata & Angelici, 2010; van Es & Sherin, 2002).”