Description:
In this study, we examine the use of online curricular demonstration videos, video exemplars of high-quality and high-fidelity implementation of specific teaching practices (Pianta, Mashburn, Downer, Hamre, & Justice, 2008). We seek to explore the relationship between early childhood teachers' use of online demonstration videos and their FOI of the MyTeachingPartner-Math/Science (MTP-M/S) early childhood mathematics and science curricula. Observing other teachers' instruction through videos is a common technique for teacher training (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Star & Strickland, 2008). However, in studies published to-date, researchers have not yet examined if viewing video exemplars is positively associated with teachers' own FOI. In order to better understand teachers' use of online PD resources, we qualitatively examine teachers' perceptions of the usefulness of online demonstration videos in supporting their FOI. Using a sequential mixed methods explanatory design, we draw on the strengths of numeric data to establish a significant positive relationship between demonstration video viewing and FOI. Then, we draw on the strengths of narrative data, employing elements of grounded theory (Charmaz & Belgrave, 2012; Strauss & Corbin, 1998), to further understand why teachers choose to use the videos or not. (author abstract)
Resource Type:
Reports & Papers
Funder(s):
Country:
United States