Digital video analysis in teacher education: disruption and reflection in the culture of teaching practice

Author(s):

Angela RickardBernie Grummell

Conference:

ECER 2008

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 07C, Research on Pedagogical Approaches in Teacher Education

Paper Session

Time:

2008-09-11

15:30-17:00

Room:

A1 336

Chair:

Robyn A. Ewing

Contribution

This paper will review the impact of a two year pilot project to reinvent video analysis as a method for the development of teaching skills and critical reflection on a pre-service programme for second level teachers in Ireland. Entitled DiViATE (Digital Video Analysis in Teacher Education) the project aimed to create a stimulating and professionally relevant mechanism for student teachers to gain practical experience using digital media. Its key objectives were to develop student teachers’ skills in critical reflection, collaboration and communication; to bridge the gap between their teaching practice in schools and their university-based learning; to build awareness of ethical, literacy and logistical issues pertaining to the use of media in the classroom and to evaluate alternative methods of assessment. The project’s structure, organisation and resource provision will be described in this presentation. Students negotiated with their classes in the digital recording of a classroom activity to be used as part of the student teachers’ assessment. They participated in collaborative discussions with their colleagues based on digital video recordings for which they had complete responsibility. This process culminated in a group oral presentation to the entire cohort of student teachers and the writing of an individual reflective piece about this process. This process was supported by trained tutors and educational practitioners in the Department of Education, National University of Ireland Maynooth.

Method

This paper is based on the qualitative research completed during the project which examined its impact for teaching and learning. It explores the consequences of the adoption of these new technologies in teaching practice for student expectations and for the general culture of teaching and learning. The research reveals significant changes or disruptions in the culture of teaching practice amongst student teachers as a consequence of the adoption of DiViATE. We explore how the disruptive nature of the project leads a deeper analysis of classroom practice and beyond that to a critique of broader issues in education by student teachers. This project challenged students’ assumptions, encouraging them to work in innovative and collaborative ways that developed their reflective capacities. Students made explicit links with educational theory and evaluated the relevance of this constructivist approach to video analysis for their work as future teachers. The necessity of disturbing students’ perspectives on learning is invoked and we ask if such disruption resulted in significant learning outcomes for them.

Expected Outcomes

The research reveals significant personal challenges and changes for student teachers, as initial high levels of anxiety gave way to more positive attitudes and to an appreciation of the collaborative learning opportunities afforded in the new approach. Students’ evident perplexity at what they saw as vagueness and lack of clarity demonstrated the extent of the disruption to traditional approaches to teaching, learning and assessment and challenged their views on how learning can and should occur. Initial concerns about the collaborative nature of group work were also replaced by a positive appreciation of its contribution to teaching. A concern among students about team dynamics underlined the need for careful attention to the role of the tutor in supporting successful collaboration. The disruptive nature of this project for student expectations and the culture of teaching and learning give rise to important issues to consider in the professional training and development of teachers. This is particularly pertinent given the emphasis on adopting new media technology and supporting media literacy amongst students in the knowledge and information society of contemporary Europe.

References

Barnett, M., Harwood, W., Keating, T. and Saam, J. (2002). Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice: Challenges and Successes. School Science and Mathematics,102 (6): 299-313 Beck, R. J. (2002). Effects of Videocase Construction on Preservice Teachers’ Observations of Teaching. The Journal of Experimental Education, 70 (4): 345-361 Bencze, L., Hewitt, J. and Pedretti, E. (2001). Multi-media Case Methods in Pre-service Science Education: Enabling an Apprenticeship for Praxis. Research in Science Education, 31: 191-209 Boud, D., Keogh, R. and Walker D. (1984). Reflection: Turning Experience into Learning. New York: Routledge Boud, D. and Walker, D. (1998) Promoting reflection in professional courses: The challenge of context Studies in Higher Education, 23 (2) pp. 191-206 Brookfield, S. D., (1995). Becoming a Critically Reflective Teacher. San Francisco, CA: Jossey-Bass Busch, R., (1989). The Use of Videotaped Tutoring Sessions To Improve Student Performance, Reading Improvement 26: 24-28 Calderhead, J. and Gates, P., (eds.) (1993). Conceptualizing reflection in teacher development, London: Falmer Copeland, W. D. and Decker, D. L. (1996). Video cases and the Development of Meaning Making in Preservice Teachers. Teaching and Teacher Education, 12 (5): 467-481 Dewey, J. (1933) How We Think. A restatement of the relation of reflective thinking to the educative process, Boston: D. C. Heath. Government of Ireland (1997) Schools IT 2000 A Policy Framework for the New Millennium. Dublin: Government Publications European Commission (2002) eEurope 2005, An Information Society for all, Action Plan. European Commission. Jensen, R. A., Connor, K. and Killmer, N. (1994) Fear of the Known: Using Audio-Visual Technology as a Tool for Reflection in Teacher Education. Paper presented at the 74th Annual Meeting of the Association of Teacher Educators (February 12 - 16 1994) Koorland, M., Tuckman B., Wallat C., Long B., Thomson, S. and Silverman, M. (1985) A pilot evaluation of the pre-ed program: an innovative students-teacher evaluation model. Educational Technology, 25 (10): 45-47 Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. London: Cambridge University Press Laurilliard, D. (2003) Rethinking University Teaching: a framework for the effective use of learning technologies. New York: RoutledgeFalmer Marx, R. W., Blumenfeld, P. C., Krajcik, J. S. and Soloway, E. (1998) New technologies for teacher professional development. Teaching and Teacher Education 14(1): 33-52 McIntyre, D. (1993) Theory, Theorizing and reflection in Initial Teacher Education in: J. Calderhead, and P. Gates, (eds.) Conceptualizing reflection in teacher development, London: Falmer Nuthall, G. (2004) Relating Classroom Teaching to Student Learning: A critical Analysis of Why Research Has Failed to Bridge the Theory. Harvard Educational Review, 74 (3): 273-306 Putnam, R. T., and Borko, H. (2000) What do new views of knowledge and thinking have to say about research on teacher learning. Educational Researcher, 29 (1), 4-11 Thomson, W. S. (1992) Using Videotape as a Supplement to Traditional Student Teacher Supervision, ERIC Document Reproduction Service No. ED 357 014 van Manen, M, (1977) Linking Ways of Knowing with Ways of Being Practical Curriculum Inquiry, 6 (3), 205-228 Vygotsky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard University Press. Wang, J. and Hartley, K. (2003) Video Technology as a Support for Teacher Education Reform. Journal of Technology and Teacher Education, 11 (1): 105-138 Yerrick, R., Ross, D. and Molebash, M., (2005) Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing. Journal of Science Teacher Education, 16 (4): 351-375 Zeichner, K. M. and Liston, D. P., (1987) Teaching Student Teachers to Reflect. Harvard Educational Review, 57 (1), 23-48

Author Information

Angela Rickard

NUI Maynooth

Education

Co. Kildare

Bernie Grummell

NUI Maynooth, Ireland (Republic of)

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.