Videos in teacher professional development: Fostering an international community of practice

Greg Oates; Kim Beswick; M Beisiegel; T Evans; D King; J Fielding-Wells

Abstract

This working session seeks to address questions that emerged from the Discussion Group ‘Videos in Teacher Professional Development’ at the 13th International Congress on Mathematical Education (Leong, Ho & Evans, ICME13, 24-31 July 2016, Hamburg). The ICME13 Discussion Group considered experiences from a number of international projects using videos to observe teacher practice for professional development (PD) purposes including:

The use of recorded lectures for PD in undergraduate mathematics at the University of Auckland, a collaborative project between research mathematicians and mathematics educators (Barton, Oates, Paterson & Thomas, 2015), based on the theoretical Resources, Orientations and Goals (ROG’s) framework developed by Schoenfeld (2010;  A cross-institutional study using videos to aid tutor reflection by King & Lonsdale in Australia (First Year in Maths project, King & Cattlin, 2017);

The use of a video databank, based on the Japanese Lesson-Study approach, with pre-service teachers in Singapore (Ho, Leong & Ho, 2015);

Using the Mathematical Quality of Instruction (MQI) observational tool with elementary teachers in the Pacific Northwest and New England in the USA, as a lens to discuss mathematics instruction (Hill et al., 2012); Gaps in PD provision identified by the TEMPEST project in Australia, which examines the extent and quality of PD opportunities for mathematics teachers (Reaburn, Kilpatrick, Fraser, Beswick, & Muir, 2016)

Original language	English
Publication status	Published - 1 Jan 2017
Event	The 41st conference of the International Group for the Psychology of Mathematics Education - Singapore, Singapore Duration: 17 Jul 2017 → 22 Jul 2017

Other

Other	The 41st conference of the International Group for the Psychology of Mathematics Education
City	Singapore
Period	17/07/17 → 22/07/17

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https://hdl.handle.net/1959.11/60301

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Cite this

@conference{3d3b9c2693884aff84e616d49a020a3a,

title = "Videos in teacher professional development: Fostering an international community of practice",

abstract = "This working session seeks to address questions that emerged from the Discussion Group {\textquoteleft}Videos in Teacher Professional Development{\textquoteright} at the 13th International Congress on Mathematical Education (Leong, Ho \& Evans, ICME13, 24-31 July 2016, Hamburg). The ICME13 Discussion Group considered experiences from a number of international projects using videos to observe teacher practice for professional development (PD) purposes including: The use of recorded lectures for PD in undergraduate mathematics at the University of Auckland, a collaborative project between research mathematicians and mathematics educators (Barton, Oates, Paterson \& Thomas, 2015), based on the theoretical Resources, Orientations and Goals (ROG{\textquoteright}s) framework developed by Schoenfeld (2010;  A cross-institutional study using videos to aid tutor reflection by King \& Lonsdale in Australia (First Year in Maths project, King \& Cattlin, 2017); The use of a video databank, based on the Japanese Lesson-Study approach, with pre-service teachers in Singapore (Ho, Leong \& Ho, 2015); Using the Mathematical Quality of Instruction (MQI) observational tool with elementary teachers in the Pacific Northwest and New England in the USA, as a lens to discuss mathematics instruction (Hill et al., 2012); Gaps in PD provision identified by the TEMPEST project in Australia, which examines the extent and quality of PD opportunities for mathematics teachers (Reaburn, Kilpatrick, Fraser, Beswick, \& Muir, 2016)",

author = "Greg Oates and Kim Beswick and M Beisiegel and T Evans and D King and J Fielding-Wells",

year = "2017",

month = jan,

day = "1",

language = "English",

note = "The 41st conference of the International Group for the Psychology of Mathematics Education ; Conference date: 17-07-2017 Through 22-07-2017",

}

TY - CONF

T1 - Videos in teacher professional development

T2 - The 41st conference of the International Group for the Psychology of Mathematics Education

AU - Oates, Greg

AU - Beswick, Kim

AU - Beisiegel, M

AU - Evans, T

AU - King, D

AU - Fielding-Wells, J

PY - 2017/1/1

Y1 - 2017/1/1

N2 - This working session seeks to address questions that emerged from the Discussion Group ‘Videos in Teacher Professional Development’ at the 13th International Congress on Mathematical Education (Leong, Ho & Evans, ICME13, 24-31 July 2016, Hamburg). The ICME13 Discussion Group considered experiences from a number of international projects using videos to observe teacher practice for professional development (PD) purposes including: The use of recorded lectures for PD in undergraduate mathematics at the University of Auckland, a collaborative project between research mathematicians and mathematics educators (Barton, Oates, Paterson & Thomas, 2015), based on the theoretical Resources, Orientations and Goals (ROG’s) framework developed by Schoenfeld (2010;  A cross-institutional study using videos to aid tutor reflection by King & Lonsdale in Australia (First Year in Maths project, King & Cattlin, 2017); The use of a video databank, based on the Japanese Lesson-Study approach, with pre-service teachers in Singapore (Ho, Leong & Ho, 2015); Using the Mathematical Quality of Instruction (MQI) observational tool with elementary teachers in the Pacific Northwest and New England in the USA, as a lens to discuss mathematics instruction (Hill et al., 2012); Gaps in PD provision identified by the TEMPEST project in Australia, which examines the extent and quality of PD opportunities for mathematics teachers (Reaburn, Kilpatrick, Fraser, Beswick, & Muir, 2016)

AB - This working session seeks to address questions that emerged from the Discussion Group ‘Videos in Teacher Professional Development’ at the 13th International Congress on Mathematical Education (Leong, Ho & Evans, ICME13, 24-31 July 2016, Hamburg). The ICME13 Discussion Group considered experiences from a number of international projects using videos to observe teacher practice for professional development (PD) purposes including: The use of recorded lectures for PD in undergraduate mathematics at the University of Auckland, a collaborative project between research mathematicians and mathematics educators (Barton, Oates, Paterson & Thomas, 2015), based on the theoretical Resources, Orientations and Goals (ROG’s) framework developed by Schoenfeld (2010;  A cross-institutional study using videos to aid tutor reflection by King & Lonsdale in Australia (First Year in Maths project, King & Cattlin, 2017); The use of a video databank, based on the Japanese Lesson-Study approach, with pre-service teachers in Singapore (Ho, Leong & Ho, 2015); Using the Mathematical Quality of Instruction (MQI) observational tool with elementary teachers in the Pacific Northwest and New England in the USA, as a lens to discuss mathematics instruction (Hill et al., 2012); Gaps in PD provision identified by the TEMPEST project in Australia, which examines the extent and quality of PD opportunities for mathematics teachers (Reaburn, Kilpatrick, Fraser, Beswick, & Muir, 2016)

M3 - Abstract

Y2 - 17 July 2017 through 22 July 2017