A teacher's reflective process in a video-based professional development program

Gil Schwarts; Ronnie Karsenty

A teacher's reflective process in a video-based professional development program

Gil Schwarts
, Ronnie Karsenty

Department of Science Teaching

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

The purpose of the study reported herein was to closely observe the reflective process of one teacher who participated in a video-based professional development course for secondary school mathematics teachers. This process was initiated in a session where a group of teachers watched and analysed a Japanese TIMSS lesson, and continued with the teacher’s decision to teach this lesson in her class. We analyse the teacher’s reflective process in terms of Ricks’ (2011) "process reflection" framework, and explore the factors that affected it. The results demonstrate the impact that facilitated peer discussion around a videotaped foreign lesson may have on teachers' reflection.

Original language	English GB
Title of host publication	Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
Editors	E. Bergqvist, M. Österholm, C. Granberg, L. Sumpter
Pages	123-130
Number of pages	8
Volume	4
State	Published - 2018
Event	Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education - Umeå, Sweden, Umeå, Sweden Duration: 3 Jul 2018 → 8 Jul 2018 Conference number: 42nd http://www.pme42.se/

Conference

Conference	Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
Abbreviated title	PME 2018
Country/Territory	Sweden
City	Umeå
Period	3/07/18 → 8/07/18
Internet address	http://www.pme42.se/

Cite this

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title = "A teacher's reflective process in a video-based professional development program",

abstract = "The purpose of the study reported herein was to closely observe the reflective process of one teacher who participated in a video-based professional development course for secondary school mathematics teachers. This process was initiated in a session where a group of teachers watched and analysed a Japanese TIMSS lesson, and continued with the teacher{\textquoteright}s decision to teach this lesson in her class. We analyse the teacher{\textquoteright}s reflective process in terms of Ricks{\textquoteright} (2011) {"}process reflection{"} framework, and explore the factors that affected it. The results demonstrate the impact that facilitated peer discussion around a videotaped foreign lesson may have on teachers' reflection.",

author = "Gil Schwarts and Ronnie Karsenty",

note = "NA; Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education ; Conference date: 03-07-2018 Through 08-07-2018",

year = "2018",

language = "الإنجليزيّة",

volume = "4",

pages = "123--130",

editor = "E. Bergqvist and M. {\"O}sterholm and C. Granberg and L. Sumpter",

booktitle = "Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education",

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Schwarts, G & Karsenty, R 2018, A teacher's reflective process in a video-based professional development program. in E Bergqvist, M Österholm, C Granberg & L Sumpter (eds), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. vol. 4, pp. 123-130, Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, 3/07/18.

A teacher's reflective process in a video-based professional development program. / Schwarts, Gil; Karsenty, Ronnie.
Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. ed. / E. Bergqvist; M. Österholm; C. Granberg; L. Sumpter. Vol. 4 2018. p. 123-130.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - A teacher's reflective process in a video-based professional development program

AU - Schwarts, Gil

AU - Karsenty, Ronnie

N1 - Conference code: 42nd

PY - 2018

Y1 - 2018

N2 - The purpose of the study reported herein was to closely observe the reflective process of one teacher who participated in a video-based professional development course for secondary school mathematics teachers. This process was initiated in a session where a group of teachers watched and analysed a Japanese TIMSS lesson, and continued with the teacher’s decision to teach this lesson in her class. We analyse the teacher’s reflective process in terms of Ricks’ (2011) "process reflection" framework, and explore the factors that affected it. The results demonstrate the impact that facilitated peer discussion around a videotaped foreign lesson may have on teachers' reflection.

AB - The purpose of the study reported herein was to closely observe the reflective process of one teacher who participated in a video-based professional development course for secondary school mathematics teachers. This process was initiated in a session where a group of teachers watched and analysed a Japanese TIMSS lesson, and continued with the teacher’s decision to teach this lesson in her class. We analyse the teacher’s reflective process in terms of Ricks’ (2011) "process reflection" framework, and explore the factors that affected it. The results demonstrate the impact that facilitated peer discussion around a videotaped foreign lesson may have on teachers' reflection.

M3 - منشور من مؤتمر

VL - 4

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BT - Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education

A2 - Bergqvist, E.

A2 - Österholm, M.

A2 - Granberg, C.

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T2 - Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education

Y2 - 3 July 2018 through 8 July 2018

ER -

A teacher's reflective process in a video-based professional development program

Abstract

Conference

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