Abstract
Before the availability of video technology, the teachers formed images of classroom scenes based on the narratives provided by researchers. The availability of video technology has changed the ways researchers engage teachers in professional development courses. Because both parties are able to observe the lesson from the same perspective, they form grounded images of the classroom scene in question. This chapter discusses the theory of grounded images and provides the reader a summary of the seven chapters in Section I.
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Ng, S.F. (2015). How Researchers and Teachers Could Use Videos: The Role of Grounded Images. In: Ng, S. (eds) Cases of Mathematics Professional Development in East Asian Countries. Mathematics Teacher Education, vol 10. Springer, Singapore. https://doi.org/10.1007/978-981-287-405-4_1
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DOI: https://doi.org/10.1007/978-981-287-405-4_1
Publisher Name: Springer, Singapore
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