Video Ethnography and Teachers’ Cognitive Activities

This study examined teachers’ cognitive development when interacting with video ethnography. It used grounded theory to discover embedded meanings and relationships that emerge from descriptive data collected from six teachers. Findings revealed (a) the categories of cognitive activities when using video ethnography, (b) the influence of experience and beliefs on these activities, (c) the scaffold that video ethnography provides, and (d) teachers’ progression in a cognitive development process through interaction with video ethnography. The study has implications in improving technology use in teacher development, production of multimedia cases, and research on case-based pedagogy and other related areas.

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