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首页> 外文期刊>Journal of Mathematics Teacher Education >The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience
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The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience

机译：课程分析在职前教师教育中的作用：基于虚拟视频的实地经验对教师学习的实证研究

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摘要

A video-based program on lesson analysis for pre-service mathematics teachers was implemented for two consecutive years as part of a teacher education program at the University of Lazio, Italy. Two questions were addressed: What can preservice teachers learn from the analysis of videotaped lessons? How can preservice teachers’ analysis ability, and its improvement, be measured? Two groups of preservice teachers (approximately 140 in total) participated in the program. A three-step lesson analysis framework was applied to three lesson videos: (1) goal(s) and parts of the lesson; (2) student learning; and, (3) teaching alternatives. Preservice teachers’ ability to analyze lessons was measured through an open-ended pre- and post-assessment. In the assessment, preservice teachers were asked to mark and comment on events (in a lesson not included in the program) that they found interesting for: teachers’ actions/decisions; students’ behavior/learning; and, mathematical content. A coding system was developed based on five criteria: elaboration, mathematics content, student learning, critical approach, and alternative strategies. In both studies, the ability to analyze instruction improved significantly on all five criteria. These data suggest promising directions for the development of both an instrument to measure lesson analysis abilities and a model for teacher learning.
机译：作为意大利拉齐奥大学教师教育计划的一部分，已连续两年实施了针对职前数学教师的基于视频的课程分析计划。解决了两个问题：职前教师可以从录像课程的分析中学到什么？职前教师的分析能力及其改进如何衡量？两组职前教师（总共约140名）参加了该计划。一个三步的课程分析框架应用于三个课程视频：（1）目标和课程的一部分； （2）学生学习； （3）替代教学。职前教师分析课程的能力是通过开放式的前后评估来衡量的。在评估中，要求职前教师对他们认为有兴趣的事件（在课程中未包括的课程）进行标记和评论：教师的行动/决定；学生的行为/学习；以及数学内容。根据五项标准开发了一种编码系统：精心设计，数学内容，学生学习，批判性方法和替代策略。在两项研究中，在所有五个标准上，分析指令的能力都得到了显着提高。这些数据为测量课程分析能力的工具和教师学习模型的发展提供了有希望的方向。

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