Citations (41)
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Dennis Hauk, Alexander Gröschner, Maralena Weil, Ricardo Böheim, Ann-Kathrin Schindler, Martina Alles & Tina Seidel. (2023) How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study. Journal of Education for Teaching 49:5, pages 826-840.
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José Luís Ramos, Alberto A. P. Cattaneo, Frank P. C. M. de Jong & Rui Gonçalo Espadeiro. (2022) Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art. Journal of Research on Technology in Education 54:5, pages 695-718.
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Brian Marsh. (2021) Developing a project within a school-university partnership: factors that influence effective partnership working. Research Papers in Education 36:2, pages 233-256.
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Anita Soni. (2021) Empowering collective reflection: realistic evaluation of video enhanced reflective practice (VERP) in an early childhood setting in England. Professional Development in Education 0:0, pages 1-15.
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Gaowei Chen, Carol K. K. Chan, Kennedy K. H. Chan, Sherice N. Clarke & Lauren B. Resnick. (2020) Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences 29:4-5, pages 642-680.
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Thomas Perry, Peter Davies & Josephine Brady. (2020) Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching. Cambridge Journal of Education 50:5, pages 615-637.
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Tara Barnhart & Elizabeth A. van Es. (2020) Developing a Critical Discourse About Teaching and Learning: The Case of a Secondary Science Video Club. Journal of Science Teacher Education 31:5, pages 491-514.
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Fabio Dovigo. (2020) Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education. European Journal of Teacher Education 43:1, pages 110-126.
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Martina Alles, Tina Seidel & Alexander Gröschner. (2019) Establishing a positive learning atmosphere and conversation culture in the context of a video-based teacher learning community. Professional Development in Education 45:2, pages 250-263.
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Florencia Gomez Zaccarelli, Ann-Kathrin Schindler, Hilda Borko & Jonathan Osborne. (2018) Learning from professional development: a case study of the challenges of enacting productive science discourse in the classroom. Professional Development in Education 44:5, pages 721-737.
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Rachel Lofthouse, Jo Flanagan & Bibiana Wigley. (2016) A new model of collaborative action research; theorising from inter-professional practice development. Educational Action Research 24:4, pages 519-534.
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Articles from other publishers (30)
Susan M. Bridges, Gaowei Chen & Carol K.K. Chan. (2023) Special issue editorial: “Videos and teacher learning”. Learning, Culture and Social Interaction 40, pages 100704.
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Yang Tao & Gaowei Chen. (2023) Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature. Learning, Culture and Social Interaction 39, pages 100702.
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Dennis Hauk, Alexander Gröschner, Daniela Rzejak, Frank Lipowsky, Gabriele Zehetner, Thomas Schöftner & Albin Waid. (2022) Wie hängt die Berufserfahrung mit der Bereitschaft zur Teilnahme an Fortbildungen zusammen? Eine empirische Analyse zur generellen Fortbildungsmotivation von LehrpersonenHow is teachers’ professional experience related to teachers’ motivation to participate in professional development?. Zeitschrift für Erziehungswissenschaft 25:6, pages 1325-1342.
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Marco Antonio Villalta-Paucar, Sergio Martinic-Valencia & Cecilia Assael-Budnik. (2022) Interacción y práctica reflexiva del docente en la sala de clase. Revista Colombiana de Educación:86, pages 95-118.
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Paola Cortiana. (2022) Il Video nella Formazione Iniziale, Continua e Permanente dei Docenti: cinque Esperienze Significative per Immaginare un Nuovo Modello Formativo. EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING:1, pages 55-70.
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Gaowei Chen & Carol K.K. Chan. (2022) Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse. Learning, Culture and Social Interaction 33, pages 100609.
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Ming Li & Zhonggen Yu. (2022) Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic. Sustainability 14:3, pages 1121.
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Marco Antonio Villalta Paucar, Cecilia Assael Budnik, Ana Esther Delgado-Vásquez, William Torres-Acuña & Jo Lebeer. (2021) Effect of Mediated Learning in Teacher-Child Interactions in Urban and Rural Primary School Classrooms. Language and Sociocultural Theory.
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A.-K. Schindler, T. Seidel, R. Böheim, M. Knogler, M. Weil, M. Alles & A. Gröschner. (2021) Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development. Teaching and Teacher Education 100, pages 103281.
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Ricardo Böheim, Katharina Schnitzler, Alexander Gröschner, Maralena Weil, Maximilian Knogler, Ann-Kathrin Schindler, Martina Alles & Tina Seidel. (2021) How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement. Learning, Culture and Social Interaction 28, pages 100450.
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Maralena Weil, Tina Seidel, Ann-Kathrin Schindler & Alexander Gröschner. (2020) Opening ‘windows’ for teachers to change classroom discourse. Learning, Culture and Social Interaction 26, pages 100425.
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M E O Barut & A Wijaya. (2020) Facilitating pedagogical content knowledge development through professional development intervention. Journal of Physics: Conference Series 1581:1, pages 012062.
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Shannon M. Daniel, Lisa C. Pray & Mark B. Pacheco. (2019) Cultivating teacher responsiveness with emergent bilingual students through videotaped lesson analysis. TESOL Journal 11:2.
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Marguerite Walsh, Lindsay Clare Matsumura, Dena Zook-Howell, Richard Correnti & Donna DiPrima Bickel. (2020) Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions. Teaching and Teacher Education 89, pages 103001.
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Gaowei Chen. (2020) A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice. Computers & Education 144, pages 103670.
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Klára Šeďová, Zuzana Šalamounová, Roman Švaříček & Martin SedláčekKlára Šeďová, Zuzana Šalamounová, Roman Švaříček & Martin Sedláček. 2020. Getting Dialogic Teaching into Classrooms. Getting Dialogic Teaching into Classrooms
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Ann-Kathrin Schindler, Doris Holzberger, Kathleen Stürmer, Maximilian Knogler & Tina Seidel. 2019. Psychologie für den Lehrberuf. Psychologie für den Lehrberuf
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Fabienne van der Kleij, Lenore Adie & Joy Cumming. 2019. Theoretical and Practical Advances in Computer-based Educational Measurement. Theoretical and Practical Advances in Computer-based Educational Measurement
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Chiung-Fang Chang, Alexander Gröschner, Nathan C. Hall, Martina Alles & Tina Seidel. (2018) Exploring Teachers’ Emotions via Nonverbal Behavior During Video-Based Teacher Professional Development. AERA Open 4:4, pages 233285841881985.
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Katharina Kiemer, Alexander Gröschner, Mareike Kunter & Tina Seidel. (2016) Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development. European Journal of Psychology of Education 33:2, pages 377-402.
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Ann-Kathrin Schindler, Alexander Gröschner & Tina Seidel. (2018) Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue. ORBIS SCHOLAE 9:2, pages 9-34.
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Alexander Gröschner, Ann-Kathrin Schindler, Doris Holzberger, Martina Alles & Tina Seidel. (2018) How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy. International Journal of Educational Research 90, pages 223-233.
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Maree Davies, Katharina Kiemer & Kane Meissel. (2017) Quality Talk and dialogic teaching-an examination of a professional development programme on secondary teachers’ facilitation of student talk. British Educational Research Journal 43:5, pages 968-987.
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Tina Seidel & Felicitas Thiel. (2017) Standards und Trends der videobasierten Lehr-LernforschungStandards and trends in video-based teaching and learning research. Zeitschrift für Erziehungswissenschaft 20:S1, pages 1-21.
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Marc Kleinknecht & Alexander Gröschner. (2016) Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study. Teaching and Teacher Education 59, pages 45-56.
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Martin Gartmeier, Markus Gebhardt & Benjamin Dotger. (2016) How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors. Teaching and Teacher Education 55, pages 207-216.
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Tomáš Janík, Eva Minaříková, Michaela Píšová, Klára Uličná & Miroslav Janík. 2016. Profesní vidění učitelů a jeho rozvíjení prostřednictvím videoklubů. Profesní vidění učitelů a jeho rozvíjení prostřednictvím videoklubů.
Ann-Kathrin Pehmer, Alexander Gröschner & Tina Seidel. (2015) How teacher professional development regarding classroom dialogue affects students' higher-order learning. Teaching and Teacher Education 47, pages 108-119.
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Katharina Kiemer, Alexander Gröschner, Ann-Kathrin Pehmer & Tina Seidel. (2015) Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction 35, pages 94-103.
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Alexander Gröschner, Tina Seidel, Ann-Kathrin Pehmer & Katharina Kiemer. (2014) Facilitating collaborative teacher learning: the role of “mindfulness” in video-based teacher professional development programs. Gruppendynamik und Organisationsberatung 45:3, pages 273-290.
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