Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation
This study examines whether preservice teachers’ experiences with video analyses during teacher preparation have long-lasting effects on their practices once they enter the profession. Specifically, the authors examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation continued to do so when they reflected on their teaching effectiveness as full-time […]