The use of video in a teacher training course to promote the correct use of formative assessment for improving Mathematics teaching and learning

In the last years the teachers' professionalism is an important topic of international research; this has been central in the matter of teacher training, as a strategic factor to improve the national educational systems. In particular, a good part of the scientific debate about teachers training activities seems to focus on a fundamental “crux” given by the relationship between theory and praxis, between knowledge and competences, i.e. by the research of how to train the teachers in such a way to get that the information they gain will really develop into new behaviours and competences that will enter into play in their everyday teaching practices. There are several different contributes to this debate, based on interdisciplinary studies, that seem to validate the idea that a fundamental step for the professionalization of teachers is the identification of the most suitable ways to conceptualize their explicit practices in teaching by means of recursive processes, integrated and interdependent among them (observation, comprehension, anticipation or prediction of what happens and can happen after a specific action). From these premises some indications derive about the most effective methodologies to promote the co-presence of theory and praxis in the teachers training (both in-service or pre-service). Such are many techniques that can be based on the use of specific support tools, such as, in particular, the videos. Several studies, moreover, confirm the effectiveness of video-based interventions in the teachers’ training: the video becomes a tool which is able to integrate and support, via the visual activity, the direct observation and the learning of good teaching practices of which, otherwise, there could only be a description, oral or written. Following these ideas, our project of research is aimed at the elaboration of a pilot model of a course for mathematics teachers that should integrate and use the analysis of videos made in class with teachers involved in the project with different modalities. The project of research is the LLP Comenius "FAMT&L - Formative Assessment in Mathematics for Teaching and Learning" and it is aimed to promote the use of formative assessment in teaching mathematics to students aged from 11 to 16. The research started in 2014 with an observational study carried out by a plan of systematic observations of teachers' behaviour in the classroom with the help of video recording. Thanks to a specific tool of video analysis (a structured grid), developed using indications from international literature and experiences of teacher training in the five Partner countries involved (Italy, France, Holland, Switzerland and Cyprus), we managed to gather many different indicators on good and bad practices of formative assessment carried out by Mathematics teachers. A significant number of analysed video sequences have been archived in a web repository, integrated with a e-learning platform in which will take place videos and other materials which could be used in several different activities (in presence or in distance), such as: activities of self training (for expert teachers) or training activities, where teachers are guided using analysed videoes to promote development of assessment skills. This paper presents the main activities designed for Italian teachers to be used in the training course, which, integrating the use of videos, tools and activities for reflection, can hopefully lead to a change and an improvement in their teaching