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首页> 外文期刊>Journal of mathematics teacher education >Mathematics teachers' self-captured video and opportunities for learning
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Mathematics teachers' self-captured video and opportunities for learning

机译：数学教师自我捕获的视频和学习机会

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Numerous video-based programs have been developed to support mathematics teachers in reflecting on and examining classrooms interactions without the immediate demands of instruction. An important premise of such work is that teacher learning occurs at the time that the video is viewed and discussed with teachers. Recent advances in technology, however, offer new approaches for the use of video with teachers. We claim that these new technologies provide important opportunities for teacher learning prior to the viewing and discussion of video with colleagues. In particular, we believe that important teacher learning can occur from the activities of (1) capturing video from one's own classroom and (2) selecting clips to share with others. The goal of this article is to introduce key strategies that three groups of middle and high school mathematics teachers use prior to, during, and after instruction as they engage in this work. We believe that increased attention to these strategies is necessary in order to better understand how to support teacher learning in the context of new digital technologies.
机译：许多基于视频的项目已经被开发出来，以支持数学教师反思和检查课堂互动，而无需立即进行教学。这类工作的一个重要前提是，教师学习发生在观看视频并与教师讨论时。然而，最近的技术进步为教师使用视频提供了新的方法。我们声称，这些新技术为教师在观看和与同事讨论视频之前提供了重要的学习机会。特别是，我们认为，重要的教师学习可以通过以下活动实现：（1）从自己的教室捕获视频；（2）选择与他人分享的视频片段。本文的目的是介绍三组中学和高中数学教师在教学前、教学中和教学后从事这项工作时使用的关键策略。我们认为，为了更好地理解如何在新的数字技术背景下支持教师学习，有必要更多地关注这些策略。

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