636
Views
10
CrossRef citations to date
0
Altmetric
Articles

Windows into teaching and learning: professional growth of classroom teachers in an online environment

, , &
Pages 375-388 | Received 17 Sep 2013, Accepted 12 May 2014, Published online: 22 Jan 2015

References

  • Aronson, J. (1994). A pragmatic view of thematic analysis. Qualitative Report, 2(1). Retrieved from http://www.nova.edu/ssss/QR/BackIssues/QR2-1/aronson.html
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Research, 33(8), 3–15.
  • Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24, 417–436.
  • Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM, 43, 175–187.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
  • Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46–53.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York, NY: D. C. Heath and Company.
  • Dewey, J. (1938). Experience and education. New York, NY: Macmillian.
  • Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(16), 16–25.
  • Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19, 643–658.
  • Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109, 877–896.
  • Harfitt, G. J., & Tavares, N. J. (2004). Obstacles as opportunities in the promotion of teachers’ learning. International Journal of Educational Research, 41, 353–366.
  • Hatch, T., & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education, 60, 70–85.
  • Heafner, T., Petty, T., Farinde, A., & Plaisance, M. (2013). Designing for critical thinking and learning: Online communication platforms in teacher education. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 516–524). Chesapeake, VA: AACE.
  • Heafner, T. L., Petty, T. M., Plaisance, M., & Farinde, A. (2014). Designing for critical thinking: Online communication platforms in teacher education. In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education. Waynesville, NC: AACE.
  • Heafner, T. L., & Plaisance, M. (2013). Windows into teaching and learning: Uncovering the potential for meaningful remote field experiences in distance teacher education. In R. Hartshorne, T. L. Heafner, & T. M. Petty (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 454–475). Hershey, PA: IGI Global.
  • Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing video of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13–23.
  • Knapp, M. S. (2003). Professional development as a policy pathway. Review of Research in Education, 27, 109–157.
  • Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practices, 1, 293–307.
  • Le Fevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Using video in teacher education: Advances in research on teaching, Vol. 10 (pp. 235–258). Oxford: Elsevier.
  • Levine, T. H., & Marcus, A. (2007). Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning. Journal of Advanced Academics, 19, 116–138.
  • Liberman, A., & Pointer Mace, D. (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61, 77–88.
  • Lustick, D., & Sykes, G. (2006). National Board Certification as professional development: What are teachers learning? An empirical investigation of the learning outcomes from the National Board for Professional Teaching Standards’ Certification Process. Retrieved from http://www.nbpts.org/sites/default/files/documents/research/LustickSykes_NBCasPD_WhatAreTeachersLearning.pdf
  • McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities. New York, NY: Teachers College Press.
  • Muir, T., Beswick, K., & Williamson, J. (2010). Up close and personal: Teachers’ responses to an individualised professional learning opportunity. Asia-Pacific Journal of Teacher Education, 38, 129–146.
  • Nelson, T. H. (2009). Teachers’ collaborative inquiry and professional growth: Should we be optimistic? Science Education, 93, 548–580.
  • Neuendorf, K. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage Publications.
  • Petty, T., & Farinde, A. (2013). Investigating student engagement in an online mathematics course through Windows into Teaching and Learning. Journal of Online Learning and Teaching, 9, 110–119.
  • Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection. Journal of Teacher Education, 60, 52–67.
  • Romano, M., & Schwartz, J. (2005). Exploring technology as a tool for eliciting and encouraging teacher candidate reflection. Contemporary Issues in Technology and Teacher Education, 5, 149–168.
  • Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59, 347–360.
  • Sandholtz, J. H., & Scribner, S. (2006). The paradox of administrative control in fostering teacher professional development. Teaching and Teacher Education, 22, 1104–1117.
  • Schmid, E. C. (2011). Video-stimulated reflection as a professional development tool in interactive whiteboard research. ReCALL, 23, 252–270.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
  • Seidel, T., Sturmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27, 259–267.
  • Servage, L. (2008). Critical and transformative practices in professional learning communities. Teacher Education Quarterly, 35, 63–77.
  • Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163–183.
  • Sherin, M. G., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13, 475–491.
  • Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching & Teacher Education, 28, 728–739. doi:10.1016/j.tate.2012.01.011.
  • van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28, 182–192.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ ‘learning to notice’ in the context of a video club. Teaching and Teacher Education, 24, 244–276.
  • Wade, R. (1993). Content analysis of social studies textbooks: A review of ten years of research. Theory and Research in Social Education, 21, 232–256.
  • Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79, 702–739.
  • Yerrick, R., Ross, D., & Molebash, P. (2005). Too close for comfort: Real-time science teaching reflections via digital video editing. Journal of Science Teacher Education, 16, 351–375.
  • Zhang, M., Lundeberg, M. A., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27, 454–462.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.