Not exact matches
In a follow - up study, Sherin and van Es (2009) identified three primary research agendas for the use of video in supporting teacher learning: increasing pedagogical
repertoire, developing content knowledge for
teaching, and «learning to notice» important features of
classroom interactions.
Conducting action research in the
classroom enables teachers to personally assess the effectiveness of a new strategy, obtain validation for incorporating new strategies into their
repertoire, and investigate specific problems that affect their
teaching.
There are many
classroom instructional strategies that are part of the
repertoire of good
teaching.
The authors suggest that the literacy coach begin by connecting a new initiative to current practice to validate teachers» prior efforts, choose generative practices that raise important questions about
teaching, establish
teaching credentials by spending significant amounts of time
teaching in the
classroom, focus teacher training on student learning, use a
repertoire of coaching strategies, and get into the habit of regularly videotaping and reviewing lessons and demonstrations.