This paper concerns a pre-service teachers’ professional development (PD) program focusing on the use of technology in which participants: experienced collaborative task design of a teaching sequence; reflected on the implementation of the designed sequence; and performed detailed video analysis of a lesson in which the sequence they have designed was enacted by an expert teacher. We illustrate the case of a video analysis developed by one of the participants using the Semiotic Bundle lens and the Timeline tool. Results are presented and discussed with the aim of showing how the approach of this PD program can foster pre-service teachers’ ability to interpret technology-rich teaching and learning episodes.
Experiencing collaborative task design and video analysis to develop digital teaching practices
Federica Mennuni;Eleonora Faggiano
2022-01-01
Abstract
This paper concerns a pre-service teachers’ professional development (PD) program focusing on the use of technology in which participants: experienced collaborative task design of a teaching sequence; reflected on the implementation of the designed sequence; and performed detailed video analysis of a lesson in which the sequence they have designed was enacted by an expert teacher. We illustrate the case of a video analysis developed by one of the participants using the Semiotic Bundle lens and the Timeline tool. Results are presented and discussed with the aim of showing how the approach of this PD program can foster pre-service teachers’ ability to interpret technology-rich teaching and learning episodes.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
