Abstract
Teaching practice and its representation by videos are a central part of many empirical studies concerning the field of teaching and learning. In order to analyze how videos can help to investigate aspects of teachers’ expertise, the data from 131 primary mathematics teachers who participated in the TEDS-Follow-Up study were evaluated. The teachers answered questions referring to scripted video-clips describing classroom situations. The questions were qualitatively analyzed covering the spectrum of aspects mentioned by the teachers and its relation to aspects of teachers’ expertise. The analyses showed that teachers notice and mention a great number of aspects that were either directly observable in the video-clip shown, or could be identified using the given information. In addition, it is pointed out that teachers with high professional knowledge notice possible reasons for a student’s error more accurately, while teachers with low professional knowledge focus on aspects that are not directly connected to the student’s learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
- 2.
Pentominoes are plane geometric figures that consist of five squares. Each of those squares must be connected to at least one other square with one side. Figures with four squares are called Tetrominos etc. For more information about Pentominoes see Golomb (1994).
- 3.
For further details about the instruments and the scaling of the TEDS-M study see Tatto et al. (2012).
- 4.
There were three open response fields in the web-based test.
References
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482.
Blömeke, S., Gustafsson, J.-E., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13. www.hogrefe.com. http://doi.org/10.1027/2151-2604/a000194.
Blömeke, S., Hsieh, F.-J., Kaiser, G., & Schmidt, W. H. (Eds.). (2014). International perspectives on teacher knowledge, beliefs and opportunities to learn. Dordrecht: Springer.
Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131–1140.
Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. C. (1988). Expert-novice differences in perceiving and processing visual information. Journal of Teacher Education, 39, 25–31.
Chi, M. T., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121–152.
Dreher, A., & Kuntze, S. (2015). Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88(1), 89–114.
Golomb, S. W. (1994). Polyominoes—Puzzles, patterns, problems and packings. Princeton: Princeton University Press.
Herbst, P., Chazan, D., Kosko, K. W., Dimmel, J., & Erickson, A. (2015). Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations. ZDM Mathematics Education, 48(1–2), 167–183.
Hoth, J., Döhrmann, M., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016a). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM Mathematics Education, 48(1–2), 41–54.
Hoth, J., Schwarz, B., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016b). Uncovering predictors of disagreement: Ensuring the quality of expert ratings. ZDM Mathematics Education, 48(1–2), 83–98.
Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of Children’s mathematical thinking. Journal for Research in Mathematics Education, 2(41), 169–202.
Kaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015). About the complexities of video-based assessments: Theoretical and methodological approaches to overcoming shortcomings of research on teachers’ competence. International Journal of Science and Mathematics Education, 13(2), 369–387.
Kersting, N. (2008). Using video clips of mathematics classroom instruction as item prompts to measure teachers knowledge of teaching mathematics. Educational and Psychological Measurement, 68, 845–861.
Kersting, N. B., Givvin, K., Sotelo, F., & Stigler, J. W. (2010). Teacher’s analysis of classroom video predicts student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 60(1–2), 172–181.
Kersting, N. B., Givvin, K. B., Thompson, B. J., Santagata, R., & Stigler, J. W. (2012). Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. American Educational Research Journal, 49(3), 568–589.
König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A., & Kaiser, G. (2014). Is teachers’ general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38, 76–88.
König, J., & Kramer, C. (2016). Teacher professional knowledge and classroom management: On the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). ZDM Mathematics Education, 48(1–2), 139–151.
Kuckartz, U. (2014). Qualitative text analysis. A guide to methods, practice and using software. London: Sage Publications.
Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S., & Neubrand, M. (Eds.). (2011). Professionelle Kompetenz von Lehrkräften: Ergebnisse des Forschungsprogramms COACTIV. Münster: Waxmann.
Li, Y., & Kaiser, G. (Eds.). (2011). Expertise in mathematics instruction: An international perspective. New York: Springer.
Livingston, C., & Borko, H. (1989). Expert and novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40, 36–42.
Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In A. Bikner‐Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education. Examples of methodology and methods (pp. 365–380). Dordrecht: Springer.
Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28, 63–88.
Schäfer, S., & Seidel, T. (2015). Noticing and reasoning of teaching and learning components by pre-service teachers. Journal for Educational Research Online, 7(2), 34–58.
Schmidt, W. H., Blömeke, S., & Tatto, M. T. (2011). Teacher education matters: A study of the mathematics teacher preparation from six countries. New York: Teacher College Press.
Sherin, M. G., Jacobs, V. R., Philipp, R. A. (Eds.). (2011a). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Taylor and Francis.
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011b). Situating the study of teacher noticing. In Sherin M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). Mathematics teacher noticing. Seeing through teachers’ eyes (pp. 3–13). New York: Routledge.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125.
Star, J. R., Lynch, K., & Perova, N. (2011). Using video to improve mathematics teachers’ abilities to attend to classroom features: A replication study. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teachers’ noticing: Seeing through teachers’ eyes (pp. 117–133). New York: Routledge.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., et al. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: IEA.
Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
Van Es, E. A. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 134–151). New York, NY: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Hoth, J., Kaiser, G., Döhrmann, M., König, J., Blömeke, S. (2018). A Situated Approach to Assess Teachers’ Professional Competencies Using Classroom Videos. In: Buchbinder, O., Kuntze, S. (eds) Mathematics Teachers Engaging with Representations of Practice. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-70594-1_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-70594-1_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-70593-4
Online ISBN: 978-3-319-70594-1
eBook Packages: EducationEducation (R0)