The Framework for Analyzing Video in Science Teacher Education and Examples of its Broad Applicability

by Anna Arias, Kennesaw State University; Brett Criswell, West Chester University; Josh A. Ellis, Florida International University; Lawrence Escalada, University of Northern Iowa; Michelle Forsythe, Texas State University; Heather Johnson, Vanderbilt University; Donna Mahar, SUNY Empire State College; Amy Palmeri, Vanderbilt University; Margaret Parker, Illinois State University; & Jessica Riccio, Columbia University

There appears to be consensus that the use of video in science teacher education can support the pedagogical development of science teacher candidates. However, in a comprehensive review, Gaudin and Chaliès (2015) identified critical questions about video use that remain unanswered and need to be explored through research in teacher education. A critical question they ask is, “How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom?” (p. 57). This paper shares the efforts of a collaborative of science teacher educators from nine teacher preparation programs working to answer this question. In particular, we provide an overview of a theoretically-constructed video analysis framework and demonstrate how that framework has guided the design of pedagogical tools and video-based learning experiences both within and across a variety of contexts. These contexts include both undergraduate and graduate science teacher preparation programs, as well as elementary and secondary science methods and content courses. Readers will be provided a window into the planning and enactment of video analyses in these different contexts, as well as insights from the assessment and research efforts that are exploring the impact of the integration of video analysis in each context.

A Framework for Science Exploration: Examining Successes and Challenges for Preservice Teachers

by Keri-Anne Croce, Towson University

Undergraduate preservice teachers examined the Science Texts Analysis Model during a university course. The Science Texts Analysis Model is designed to support teachers as they help students prepare to engage with the arguments in science texts. The preservice teachers received instruction during class time on campus before employing the model when teaching science to elementary and middle school students in Baltimore city. This article describes how the preservice teachers applied their knowledge of the Science Texts Analysis Model within this real world context. Preservice teachers’ reactions to the methodology are examined in order to provide recommendations for future college courses.

Adapting a Model of Preservice Teacher Professional Development for Use in Other Contexts: Lessons Learned and Recommendations

by Meredith Park Rogers, Indiana University - Bloomington; Ingrid Carter, Metropolitan State University of Denver; Julie Amador, University of Idaho; Enrique Galindo, Indiana University - Bloomington; & Valarie Akerson, Indiana University - Bloomington

We discuss how an innovative field experience model initially developed at Indiana University - Bloomington (IUB) is adapted for use at two other institutions. The teacher preparation programs at the two adapting universities not only differ from IUB, but also from each other with respect to course structure and student population. We begin with describing the original model, referred to as Iterative Model Building (IMB), and how it is designed to incorporate on a variety of research-based teacher education methods (e.g., teaching experiment interviews and Lesson Study) for the purpose of supporting preservice teachers with constructing models of children’s thinking, using this information to inform lesson planning, and then participating in a modified form of lesson study for the purpose of reflecting on changes to the lesson taught and future lessons that will be taught in the field experience. The goal of these combined innovations is to initiate the development of preservice teachers’ knowledge and skill for focusing on children’s scientific and mathematical thinking. We then share how we utilize formative assessment interviews and model building with graduate level in-service teachers at one institution and how the component of lesson study is adapted for use with undergraduate preservice teachers at another institution. Finally, we provide recommendations for adapting the IMB approach further at other institutions.