A path of simulations and video-analysis as an approximation to teaching practices
Marco Bardelli, Marco D’Agostini, Giuseppe Lucilli, Francesca Zanon
The simulation and video recording of lessons allow an approximation to teaching practices if included in structured training courses. The experience conducted at the Educational Technologies laboratory at Primary Education Sciences course of the University of Udine involved some students together with two tutors in the planning and implementation of lessons on the introduction to the concept of fraction by simulating the roles of teachers and students of primary school. The training experience allowed to approach the complexity of the teaching practices of the disciplinary contents in the mathematical field and the management of interactions in the classroom. The simulation of the lessons was organized, video-recorded and analyzed to allow reflection on the personal knowledge and actions that have brought out in the students the difficulty of distancing themselves from their own knowledge required to assume both the point of view as future teachers and that of the students they will meet in their professional future.
Keywords
Approaching to practices, teaching, teacher training, video-analysis, video simulations.