Learning to observe: using video to improve preservice mathematics teachers’ ability to notice

By Jon Star, S. Strickland. 2008

786 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f885908df30a07dcc75f1af440f1cbce35c8e171

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Citations in the corpus

Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “For example, some of them conceive noticing as involving only what the teachers attend to when they view a classroom lesson (Star & Strickland, 2008).”
What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study (2015, background): “Preservice teachers often have difficulty recognizing what to focus on during teaching, so we were interested in understanding what they professionally noticed, and then talked about, during lesson analysis meetings (Star & Strickland, 2008).”
Promoting Reflection in Teacher Preparation Programs (2012, background): “Such guidance is necessary before a preservice teacher can effectively observe a video lesson and reason about classroom events (Star & Strickland, 2008), and results in greater depth and richness in students’ responses (Welch & James, 2007).”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “Research supporting the development of presence, or ‘‘learning to notice’’ (Star and Strickland 2008; Stockero 2008; van Es and Sherin 2008), suggests that prospective and practicing teachers can make progress toward engaging in reflective thinking through participating in analysis of video cases.”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “Several studies have found that preservice teachers attend more closely to student thinking in their reflections on teaching after learning to analyze lessons in systematic ways (Santagata et al., 2007; Star & Strickland, 2008; Stockero, 2008).”
A Framework for the Facilitation of Teachers’ Analysis of Video (2014, background): “…as well as the dispositions and skills to notice and analyze important elements of teaching and learning (e.g., Borko, Jacobs, Eiteljorg, & Pittman, 2008; Driscoll, Nikula, DiMatteo, & Eagan, 2008; Driscoll et al., 2001; Seago, Mumme, & Branca, 2004; Star & Strickland, 2008; van Es & Sherin, 2008).”