Fünf evidenzbasierte Heuristiken für den Einsatz von Video in der universitären Lehrerausbildung

This article provides a research synthesis on the use of video in pre-service teacher education. Common ideas and evidences concerning the use of video in pre-service teacher education are reviewed. Based on the state-of-the-art in using video, five research-based heuristics are derived. Research findings of a number of studies are further used to illustrate the specification of heuristics. Specifically, a set of rules of thumb about when, how, and why to use video is presented to clarify the strengths and limitations of video as a medium to support pre-service teacher learning. (DIPF/Orig.)Der Beitrag liefert eine Forschungssynthese zur Nutzung von Video in der universitären Lehrerausbildung. Die Forschung wird dahingehend zusammengefasst, welche Ideen derzeit verfolgt werden und welche Evidenzen zur Nutzung von Video vorliegen. Basierend auf dem Forschungsstand leiten die Autoren fünf forschungsbasierte Heuristiken zum Einsatz von Video ab. Die Forschungsergebnisse einer Reihe ausgewählter Studien werden genutzt, um die Heuristiken weiter zu spezifizieren. Es werden Erfahrungsregeln vorgestellt, wann, wie und warum Video in der universitären Lehrerbildung eingesetzt werden kann. Die Erfahrungsregeln sollen helfen, Stärken und Schwächen von Video als ein Medium zur Unterstützung des Lernens von Lehramtsstudierenden zu klären. (DIPF/Orig.

Developing a Critical Discourse About Teaching and Learning: The Case of a Secondary Science Video Club

Video is used widely to support teachers’ learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others’ efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learning. These findings contribute to research on video clubs as a professional development model to support teacher learning, as well as make visible how teachers shifted to develop a more critical lens for discussing teaching and learning. This study has implications for designing professional learning that will result in sustained, generative development in the context of instructional reform

Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis

The use of video for in-service and pre-service teacher development has been gaining acceptance, and yet video remains a challenging and understudied tool. Many projects have used video to help pre-service and in-service teachers reflect on their own teaching processes, examine teacher–student interactions, and develop their professional vision. But rarely has video been used in ways more akin to qualitative education research that is focused on student learning. Even more rarely has this focus occurred at the earliest stages of pre-service teaching when students have not yet decided to pursue teaching careers. Yet here we argue that there are benefits to our approach. We examine a course for prospective pre-service math and science teachers at the University of California, Berkeley, that engages participants in qualitative video analysis to foster their reflective practice. This course is unique in that the prospective pre-service teachers engage in qualitative video analysis at a level characteristic of professional educational research, in that their analysis focuses on student learning of math and science content. We describe classroom activities that provide opportunities for the preservice teacher participants to better observe, notice, and interpret their students’ sociocognitive activity. The course culmination project involves participants developing and teaching lessons in a high school classroom. The participants then videotape the lessons and conduct qualitative video analysis. Results include detailed examples of two selected prospective pre-service teachers demonstrating coherent and effective approaches to conceptualizing the learning and teaching of mathematical and science content along with some potential design principles for building reflective practices through qualitative video projects. © 2018 Association for Science Teacher Education

Understanding Teacher Noticing of Students’ Prior Knowledge: Challenges and Possibilities

I propose a new construct, teacher noticing of students’ prior knowledge, and provide examples of a professional development intervention with the goal of supporting teacher learning. The examples demonstrate that combining discussions of animations of classroom instruction, video clubs, and lesson study can help teachers to attend to students’ prior knowledge and anticipate actions that use that knowledge for promoting mathematical understanding. I discuss challenges and new questions for mathematics education researchers brought about by the new construct. I suggest that the construct is valuable for developing teachers’ professional knowledge

Conversation therapy for agrammatism: exploring the therapeutic process of engagement and learning by a person with aphasia.

A recent systematic review of conversation training for communication partners of people with aphasia has shown that it is effective, and improves participation in conversation for people with chronic aphasia. Other research suggests that people with aphasia are better able to learn communication strategies in an environment which closely mirrors that of expected use, and that cognitive flexibility may be a better predictor of response to therapy than severity of language impairment. This study reports results for a single case, one of a case series evaluation of a programme of conversation training for agrammatism that directly involves a person with aphasia (PWA) as well as their communication partner. It explores how a PWA is able to engage with and learn from the therapy, and whether this leads to qualitative change in post-therapy conversation behaviours

A Mixed-Methods Study Investigating How a Video Club Professional Development Relates to Teachers\u27 Mindsets, Beliefs, and Reflections on Instructional Practices

One of the most significant barriers to changing instructional practices is often the teacher\u27s mindsets and beliefs about teaching and learning mathematics. This study identifies a promising new type of video club professional development that supports teachers in examining their instructional practices and mindsets. This is an important addition to the field due to educators and researchers are just beginning to understand more about how mindset mediates and filters belief systems that impact how instruction is implemented. The purpose of this convergent parallel mixed-methods study is to provide a deeper understanding of how the experience of engaging in video club professional development relates to teachers\u27 mindsets, beliefs, and reflections on instructional practices. Three sources of data were analyzed: a survey, video transcripts of collaborative discussions, and written reflections. These study results extend the current video club research by including established teachers and instructional coaches. Patterns and trends emerging from this mixed method study indicate that engaging in professional development designed with repeated opportunities to (re)examine mindsets, reflect on instructional practices, and collaborate with peers causes changes in teachers\u27 mindsets. This study adds that changes in mindsets and instruction are more likely to occur if teachers can collaboratively reconcile how new instructional strategies align with their current mathematics beliefs and mindsets. Adding a mindset component to professional development may be a promising approach to assist teachers in refining their instructional practices while examining and resetting their mindsets and beliefs

In the Spotlight: Supporting Focus Teachers in Video-Based Collaborative Learning Settings

In this chapter, we explore the role of the focus teacher—the teacher in the spotlight—in video-based collaborative professional development settings for the purpose of understanding variation in the felt risks of the focus teacher in relation to their learning goals. Using a comparative case study design, this research documented the differential impact of felt risks associated with the spotlight teacher role. This exploratory study contributes insights that help guide the essential support and facilitation work mathematics education leaders must provide for developing, supporting, and sustaining video-based professional learning communities

Secondary Teachers’ Noticing of Students’ Mathematical Thinking as They Participate in a Professional Development Program Centered on Task-Based Student Interviews

Teacher’s noticing of students’ mathematical thinking has been an important focus of research in the past two decades (e.g., Jacobs et al., 2010; Sherin et al., 2011). Noticing matters, but it is not an end in itself (Schoenfeld, 2011). It is operationalized within the context of teachers’ dispositions and knowledge which shape decisions teachers make while responding to student thinking and planning the next instructional steps. In order for teachers to adapt productive beliefs about how children learn and shift to student-centered instruction, they need to acknowledge the importance of understanding students\u27 existing conceptions of mathematical ideas (Carpenter & Lehrer, 1999). A professional development (PD) program with a central focus of task-based student interviews can potentially improve their noticing of student thinking. In this study, I report on the experiences of three middle school mathematics teachers who participated in such a program. I used multiple-case study methodology and examined teachers’ written responses to video-based noticing prompts as well as their discussions of selected interview clips shown during the PD sessions. The results indicated that teachers initially focused on interviewer actions and over time, attended to and interpreted students’ thinking in a more comprehensive manner. This study supported others’ findings (e.g., Krupa et al, 2017) that teachers did not score high in responding to students’ mathematical thinking. Lastly, my study underlined the critical role of the PD facilitator

Towards a model of effective use of video for teacher professional development

Based on previous research, this paper proposes an emerging model to outline the learning outcomes that teacher education programmes using video should consider. Besides cognitive and psychomotor learning, the affective and social needs of teachers are also highlighted in the model to inform the development of video-mediated teacher professional activities. Three broad strategies are identified in the model for bringing forth the learning outcomes, namely, critical reflection, meaningful comparison and productive discussion. These interact to shape the landscape of teacher professional learning. The model also identifies the key role of facilitators and the importance of video selection in enhancing teacher learning via video-mediated activities. It is suggested that the emergent model can serve as a heuristic guide on effective use of video for teacher professional development.postprintThe International Seminar, hosted by the national network of Science Learning Centres and University of York Science Education Group (UYSEG), York, U.K., February 2010