HU Credits: 2

Degree/Cycle: 2nd degree (Master)

Responsible Department: Teaching Training - Diploma

Semester: 2nd Semester

Teaching Languages: Hebrew

Campus: E. Safra

Course/Module Coordinator: Avi Merzel

Coordinator Email: Avraham.merzel@mail.huji.ac.il

Coordinator Office Hours: by prior coordination

Teaching Staff:
Dr. Avraham Merzel

Course/Module description:
The course will deal and encourage professional development of math (and physics) teachers by using evidence from their classes.

Course/Module aims:
To provide tools for the professional development of teachers while elevating the level of awareness of the teaching practice and subjects of specific-disciplinary content teaching

Learning outcomes - On successful completion of this module, students should be able to:
To conduct a reflective discourse with colleagues using a curious lens watching themselves and their peers, to use V-dactics as a tool for their professional development.

Attendance requirements(%):
95

Teaching arrangement and method of instruction: workshop

Course/Module Content:
Curios vs. judgmental discourse, preparation for guidance, guiding peers, reflective work in teams of teachers.

Required Reading:
1. Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2014). Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443-463.‏
2. Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24, 417-436.
3. Chapman, O. (2017). Mathematics Teachers’ Perspectives of Turning Points in Their Teaching. In: Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Eds.). (2017). Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). Singapore: PME.
4. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and teacher education, 18(8), 947-967.‏
5. Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for research in mathematics education, 169-202.‏
6. Mason, J. (1998). Enabling teachers to be real teachers: Necessary levels of awareness and structure of attention. Journal of Mathematics Teacher Education, 1(3), 243-267.
7. Mason, J. (2002). Researching your own practice: The discipline of noticing. Routledge.‏
8. Mason, J. (2008). Being mathematical with and in front of learners: Attention, awareness, and attitude as sources of differences between teacher educators, teachers and learners. In B. Jaworski, & T. Wood (Vol. Eds.), The international handbook of mathematics teacher education: The mathematics teacher educator as a developing professional: 4, (pp. 31–56). Rotterdam: Sense Publishers.
9. Mason, J. (2011). Noticing: Roots and branches. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.). Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 35–50). New York: Routledge.
10. Mason, J., & Davis, B. (2013). The importance of teachers’ mathematical awareness for in-the-moment pedagogy. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 182–197.
11. Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM The International Journal of Mathematics Education, 43, 133–145. doi:10.1007/s11858-010-0292-3.
12. Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M. & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259-267.
13. Sherin, M., & van Es, E. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of technology and teacher education, 13(3), 475-491.‏
14. Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of mathematics teacher education, 11(2), 107-125.‏
15. Stockero, S. L., & Van Zoest, L. R. (2013). Characterizing pivotal teaching moments in beginning mathematics teachers’ practice. Journal of Mathematics Teacher Education, 16(2), 125-147.‏
16. Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739.
17. Van Es, E., Tunney, J., Seago, N., & Goldsmith, L.T. (2015). Facilitation practices for supporting teacher learning with video. In B. Calandra & P.J. Rich (Eds.), Digital video for teacher education: Research and practice. (ch. 7). New York: Routledge.

Additional Reading Material:
none

Grading Scheme :
Essay / Project / Final Assignment / Home Exam / Referat 35 %
Submission assignments during the semester: Exercises / Essays / Audits / Reports / Forum / Simulation / others 20 %
Clinical Work / Lab Work / Practical Work / Workshops 35 %
Attendance / Participation in Field Excursion 10 %

Additional information:
none