Observation is a fundamental tool to help in-training teachers to ‘start from practice’ (Danielson, 2007). Observation draws attention to empirical data made of ‘actions and behaviour’ in an actual framework. In this way teachers are able to compare the beliefs they have with empirical data and use them to formulate and reformulate new beliefs. Obviously, knowing the observations’ objects and criteria is a fundamental condition to get teachers to be actively involved in a virtuous training cycle. We speak for a training cycle in which the teachers themselves can analyse their own practices and the practices of others teachers, changing their point of view and modifying their ‘routinely practices’. The use of video-analysis for teacher training (Ferretti & Vannini, 2017) goes hand in hand with in classroom systematic observation and with the observation of teacher behaviour especially. Video analysis urges teachers to "see" what is happening in the classroom, and in particular to focus on teacher assessment behaviours that have a positive impact on learning outcomes. Specifically, three types of core teacher behaviour related to formative assessment and teaching individualization are highlighted: how it involves students, using questions that create opportunities for students to intervene and respond (Kern & Clemens, 2007); how to use the modelling behaviour; how it communicates formative feedback. In this sense, video analysis follows a very similar method to that the one used in the research experience FAMT&L: the aim is to draw the in training teachers’ attention to the details of those behaviours that are more related to educational effectiveness.

From beliefs to practices: the video-analysis methodologies to observe the formative assessment in classroom

Stefania Lovece;Ira Vannini
2018

Abstract

Observation is a fundamental tool to help in-training teachers to ‘start from practice’ (Danielson, 2007). Observation draws attention to empirical data made of ‘actions and behaviour’ in an actual framework. In this way teachers are able to compare the beliefs they have with empirical data and use them to formulate and reformulate new beliefs. Obviously, knowing the observations’ objects and criteria is a fundamental condition to get teachers to be actively involved in a virtuous training cycle. We speak for a training cycle in which the teachers themselves can analyse their own practices and the practices of others teachers, changing their point of view and modifying their ‘routinely practices’. The use of video-analysis for teacher training (Ferretti & Vannini, 2017) goes hand in hand with in classroom systematic observation and with the observation of teacher behaviour especially. Video analysis urges teachers to "see" what is happening in the classroom, and in particular to focus on teacher assessment behaviours that have a positive impact on learning outcomes. Specifically, three types of core teacher behaviour related to formative assessment and teaching individualization are highlighted: how it involves students, using questions that create opportunities for students to intervene and respond (Kern & Clemens, 2007); how to use the modelling behaviour; how it communicates formative feedback. In this sense, video analysis follows a very similar method to that the one used in the research experience FAMT&L: the aim is to draw the in training teachers’ attention to the details of those behaviours that are more related to educational effectiveness.
2018
Formative assessment for mathematics teaching and learning. Teacher Professional Development Research by Videoanalysis Methodologies
96
117
Stefania Lovece; Ira Vannini
File in questo prodotto:
File Dimensione Formato  
From beliefs to practices.pdf

accesso aperto

Tipo: Versione (PDF) editoriale
Licenza: Licenza per Accesso Aperto. Creative Commons Attribuzione - Non commerciale - Non opere derivate (CCBYNCND)
Dimensione 933.93 kB
Formato Adobe PDF
933.93 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/640435
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact