Same video, different understandings: Co-construction of representations of classroom instructional practices within a professional teaching community

Visnovska, J. (2005). Same video, different understandings: Co-construction of representations of classroom instructional practices within a professional teaching community. In: Lloyd, G. M, Wilson, M. R, Wilkins, J. L and Behm, S. L, Proceedings of the 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Eugene, USA, (). 2005.

Author Visnovska, J.
Title of paper Same video, different understandings: Co-construction of representations of classroom instructional practices within a professional teaching community
Conference name 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Conference location Eugene, USA
Conference dates 2005
Proceedings title Proceedings of the 27th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Publication Year 2005
Sub-type Other
Editor Lloyd, G. M
Wilson, M. R
Wilkins, J. L
Behm, S. L
Language eng
Abstract/Summary In this paper, I illustrate that classroom instructional practices that come to be constituted by teachers in context of professional development sessions cannot be always easily linked to the instructional practices that were recorded to create video materials used by the teachers. I draw on empirical data from collaboration with a group of middle school mathematics teachers to illustrate how different classroom instructional practices were co-constructed when teachers analyzed same classroom videos in a PD session in two different points in time. I then suggest that attention to both the established question and resources that the teachers draw on may aid our understanding and anticipation of teachers’ coconstructions of classroom instructional practices in professional development settings.
Q-Index Code EX
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Conference Paper
Collection: School of Education Publications
 
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Created: Thu, 09 Jun 2011, 10:48:05 EST by Claire Backhouse on behalf of School of Education