The Use of Video in Teacher Professional Development : Design, Implementation and Impact Evaluation of an Innovative In-service Course for Mathematics Teachers in Indonesia
The Ministry of Education and Culture (MOEC) and the World Bank jointly conducted a large-scale video study to gain a better understanding of what takes place in the classroom, particularly in terms of the practices involved in the teaching of math...
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| Language: | English en_US |
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World Bank, Jakarta
2016
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| Online Access: | http://documents.worldbank.org/curated/en/2016/06/26440503/use-video-teacher-professional-development-design-implementation-impact-evaluationof-innovative-in-service-course-mathematics-teachers-indonesia http://hdl.handle.net/10986/24782 |
| Summary: | The Ministry of Education and Culture
(MOEC) and the World Bank jointly conducted a large-scale
video study to gain a better understanding of what takes
place in the classroom, particularly in terms of the
practices involved in the teaching of mathematics and the
relationship of these practices with student learning
outcomes. The study involved the production of more than 600
hours of video footage of 205 eighth grade mathematics
teachers across Indonesia while these teachers were engaged
in their day-to-day classroom activities. The study was
conducted in two phases, in 2007 and 2011 respectively, with
the produced video footage forming the basis for detailed
coding and analysis. This study provided many important
insights into the teaching practices of mathematics
teachers, identifying both relative strengths and areas for
improvement. The study focused on five key dimensions that
frame classroom practices in the teaching of mathematics,
these being: (i) the structure of lessons; (ii) the content
of lessons; (iii) the actions of participants; (iv)
instructional practices; and (v) classroom climate and
resources. Key areas of teaching practice were explored in
depth, including the nature and quality of teacher-student
interaction; the quality and effectiveness of the language
used in instruction; teachers’ management of students’
questions; teachers’ management of student misconceptions;
the time teachers spent on different tasks; and the manner
in which they combined different techniques and approaches
in the instruction of their students. Mathematical problems
were explored in terms of the problem type, problem approach
and level of complexity. The study also assessed teachers’
beliefs and the level of teachers’ knowledge to determine
the relationship of these factors with the teaching
practices they used and with student learning outcomes. |
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