Session Information
10 ONLINE 44 A, Symposium: Developing Teaching Practices
Symposium
MeetingID: 860 2552 2248 Code: 5CpJqU
Contribution
Compared with the international state of the art on video viewing in teacher education (Dindyal et al. 2021; Gaudin & Chaliès 2015), research in Denmark is limited to the use of videos in relation to field practice (Nielsen 2015). The use of classroom videos as mediator for authentic observing and reasoning in campus courses has shown a range of advantages for preservice-teachers (Blomberg et al. 2014). UCL have launched a research and development project arising from this work. As teacher education programs differ from country to country, the task is to re-design the international inspirations to the Danish teacher education program with its particular dual alteration of fieldwork and campus courses and its characteristic division into general and subject didactic courses. By focusing on the student teachers’ development of skills involved in the Learning to notice framework (van Es & Sherin 2002) and on quality in teaching and learning inspired by effectiveness research (Grossman et al. 2013) and didactical theory, the aim is to develop a four-year course design with systematic use of classroom videos. The longitudinal research project follows the student teachers’ development of noticing, reasoning, decision-making and acting skills in relation to both preparation, paration and postparation of teaching and learning in the context of their beliefs, professional experiences and professional knowledge. The aim of this first study is to map the differences of skills and knowledge applied in observing and reasoning on excerpts of videotaped classroom reaching on the backdrop of the salient theoretical conceptualizations of noticing skills as a kind of baseline for the longitudinal research project. Based on the first data from this project, the symposium paper presents a preliminary empirical analysis of the forms of knowledge respectively student teachers ( N=70) and teacher educators (N=6) draw on when they join a quasi video clubs (van Es & Sherin 2008) and are asked to describe, explain and predict (van Es & Sherin 2002) a videotaped teaching situation. The video club discussions were audio recorded and selected parts verbatim transcribed. The analysis is based on a partly systematic and partly explorative coding and abductive thematic interpretation (Braun & Clarke 2006). Preliminary findings suggest that, what is seen as relevant professional knowledge for observing and reasoning, differs not only between theoretical conceptualizations but also between the expectations of experts and student teachers. Consequences for teacher education and research are discussed.
References
Blomberg, G., et al. (2014). Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443-463. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. Dindyal, J., Schack, E. O., Choy, B. H., & Sherin, M. G. (2021). Exploring the terrains of mathematics teacher noticing. ZDM – Mathematics Education, 53(1), 1-16. Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67. Grossman, P., et al. (2013). Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores. American Journal of Educational Research, 119(3), 445-470. Nielsen, B. L. (2015). Pre-service teachers’ meaning-making when collaboratively analysing video from school practice for the bachelor project at college. European Journal of Teacher Education, 38(3), 341-357. van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244-276 van Es, E., & Sherin, M. (2002). Learning to Notice: Scaffolding New Teachers' Interpretations of Classroom Interactions. Journal of Technology and Teacher Education, 10.
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