Abstract
Within the framework of a yearlong teacher education program we examined the conditions and effectiveness of learning with classroom videos. In online phases and face-to-face sessions (blended learning), 20 teachers from two different countries. (Germany and Switzerland) analyzed videos of their own mathlessons and math-lessons of other teachers. Using different instruments, the training program was evaluated from a scientific perspective. The evaluation aimed to obtain information about processes within the training, about the acceptance of the training by the teachers and the patterns of perception of teaching processes of the teachers.
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Krammer, K., Ratzka, N., Klieme, E. et al. Learning with classroom videos: conception and first results of an online teacher-training program. Zentralblatt für Didaktik der Mathematik 38, 422–432 (2006). https://doi.org/10.1007/BF02652803
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DOI: https://doi.org/10.1007/BF02652803