Video Complexity: Describing Videos Used for Teacher Learning
Julie M. Amador 1 * , Jode Keehr 1, Abraham Wallin 1, Christopher Chilton 1
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1 University of Idaho, USA
* Corresponding Author

Abstract

Video is a common tool to support teacher learning, as it provides opportunity for reflection on teaching practices. Video clubs are one professional learning experience that integrates video, providing teachers an opportunity to collaboratively discuss videos from their teaching. However, few research studies have focused on the characteristics of videos used for teacher learning. We engaged teachers in a video club over the course of an academic year and analyzed the relationships between the videos teachers discussed and the complexity of the videos. Findings indicate teachers were less likely to select videos with higher complexity for discussion; however, they commonly discussed videos that included multiple participation structures for students. Teachers also discussed videos that included teacher questioning and scaffolding, student misconceptions, and those in which student thinking initially seemed inflexible. We provide the Video Complexity Framework for teacher educators and researchers to use to describe the complexity of the videos in teacher education.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/113288

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 4, Article No: em1834

Publication date: 17 Jan 2020

Article Views: 1151

Article Downloads: 724

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