Video-Based Teacher Development: Bridging Gaps in Teacher Noticing in Mathematics Education
Keywords:
teacher noticing, video-based interventions, teacher professional development, cognitive-psychological perspectiveAbstract
This systematic review investigates the effectiveness of video-based interventions in enhancing teacher noticing skills. Drawing on a comprehensive analysis of the literature, the study reveals that video-based approaches offer significant benefits for teacher professional development. The findings indicate a strong emphasis on cognitive-psychological perspectives in existing research, with limited incorporation of socio-cultural theories. Despite this, the review identifies a consistent focus on student thinking and instructional practices within video-based interventions. Moreover, evidence suggests that these interventions have a positive impact on teachers' ability to attend to student thinking, interpret classroom interactions, and make informed instructional decisions. The review also highlights the potential of video-based approaches to foster collaboration, reflective practice, and instructional improvement within school communities. Overall, the findings underscore the promise of video-based interventions as valuable tools for enhancing teacher noticing skills and advancing teaching practice in mathematics education.
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Copyright (c) 2024 Jonnah Caye M. Gamboa, Osias Kit T. Kilag, Maria Flordelis R. Cabaluna, Rey Dela Cruz, Jr, Jomari Anrev A. Pansacala (Author)
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