Session Information
16 SES 07 A, Using Videos in Education
Paper Session
Contribution
This study explores the use of video as a tool for developing the subject knowledge of two groups of beginning and mid-career science teachers in England. The subject teaching sessions attended by both groups were video recorded and the edited material was subsequently made available on a secure website for participant teachers to view by themselves at a time of their choosing. An innovative feature of the way in which video was used in this study was that participants were given ‘first sight’ of the video recordings. The analysis of teachers’ reflections on their learning through this later viewing of these sessions is reported here.
The objective of this research study is to develop a theoretical model describing the key factors involved when video technology is used to enhance teacher education in this way and hence to develop models of video supported reflection that can be integrated into teacher education internationally.
Research on the use of video in teacher education to date has focused on areas such as the development of reflective thinking (Sherin and Han 2004) and observational skills (Sherin and van Es 2009, Pea et al. 2006). In some cases the innovation reported in studies has centred on software allowing participants to annotate video of their own teaching (Sherin and van Es 2002) or to view particular examples of other teachers’ practice (Abell and Cennamo 2004). There have also been examples where non-recorded synchronous video has been used to support teacher development (Mitchell et al 2010). The development of teacher pedagogical content knowledge has been addressed amongst Mathematics teachers in The Netherlands (Oonk, Goffree, and Verloop 2004, Borko et al. 2008) but not in Europe, so far as we are aware to date, in connection with the education of science teachers.
This enquiry aims to improve our understanding of the role of video in alleviating the subject knowledge deficiencies of science teachers and hence the research questions addressed in this study are the following:
· Does the review of subject knowledge sessions through video add to the effectiveness of those sessions for participants?
· What are the features of recorded video that particularly affect participants views of the effectiveness of subject knowledge sessions?
· Are there differences in the above between the two groups of teachers in the study?
Effective science teaching is dependent on adequate subject knowledge, pedagogical content knowledge and appreciation of the nature of science (Colucci-Gray & Fraser 2008), yet McCarthy and Youens (2005) identify a lack of robustness in the subject knowledge of beginning science teachers. Richardson (2006) observed that in some science lessons early career teacher misunderstandings were evident and misconceptions expressed by pupils went unchallenged. Van Driel et al. (1998) showed that when teaching outside of their main specialist area, chemistry teachers in The Netherlands were found to talk longer, express more personal scientific misconceptions and mainly pose questions of a low cognitive level.
Method
Expected Outcomes
References
ABELL, S & CENNAMO, K (2004) ‘Videocases in Elementary Science Teacher Preparation’ in Brophy, J (Ed.) (2004) Using Video in Teacher Education, Elsevier. BORKO, H., JACOBS, J., EITELJORB, E. & PITTMAN, M. E. (2008) Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education. 24 417-436. COLUCCI-GRAY, L. & FRASER, C. (2008) Contested Aspects of Becoming a Teacher: teacher learning and the role of subject knowledge. European Educational Research Journal. 7, 475-486. MCCARTHY, S. & YOUENS, B. (2005) Strategies used by science student teachers for subject knowledge development: a focus on peer support. Research in Science and Technological Education, 23, 149-162. MITCHELL, N, MARSH B, HOBSON, A.J & SORENSEN, P. (2010) Bringing theory to life Teacher Development 14 (1) OONK, W., GOFFREE, F., & VERLOOP, N. (2004). For the enrichment of practical knowledge: Good practice and useful theory for future primary teachers. In J. Brophy (Ed.), Using video in teacher education. San Diego, CA: Elsevier. PEA, R., MILLS, M., ROSEN, J., DAUBER, K., EFFELSBERG, W. & HOFFERT, E. (2006) The Diver Project: Interactive Video Repurposing. IEEE Multimedia, 11, 54-61. RICHARDSON, I. (2006) What is good science education? IN WOOD-ROBINSON, V. (Ed.) ASE guide to science education. Hatfield, ASE SHERIN, M. G. & HAN, S. Y. (2004) Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183. SHERIN, M.G. & van Es, E.(2009) Effects of Video Club Participation on Teachers' Professional Vision. Journal of Teacher Education. 60, 20-37. VAN DRIEL, J. H., VERLOOP, N. & DE VOS, W. (1998) Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673-695
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