Utilizing Video to Support Planning, Enacting, and Analyzing Teaching in Preservice Science Teacher Education

by Tara Barnhart, Chapman University

The use of video to support preservice teacher development is becoming increasingly common. However, research on teacher noticing indicates that novices need tools to focus their attention on students’ disciplinary ideas. This article describes a course designed for secondary science teachers that incorporates video analysis as a core part of repeated learning cycles. Of particular interest is how well the video-analysis tasks and tools support PSTs in learning to plan, enact, analyze, and reflect on instruction. A qualitative analysis of PSTs’ video annotations, lesson-analysis guides, and written reflections reveals that PSTs in the course developed a disposition towards responsive instruction and leveraged evidence of student thinking in their analyses of the effectiveness of their instruction. Lesson-analysis guides appear to be the tool PSTs relied on the most to inform their written reflections. Further investigation on how best to structure video analysis will help further refine the use of video in teacher education.

Using Student Actors and Video-Mediated Reflection to Promote Preservice Teachers’ Ability to Enact Responsive Teaching

by Kennedy Kam Ho Chan, The University of Hong Kong; Steven Ka Kit Yu, The University of Hong Kong; & Roy Ka Ho Sin, The University of Hong Kong

This paper describes a teaching intervention that promotes secondary preservice science teachers’ (PSTs’) ability to enact responsive teaching. The intervention uses a modified version of rehearsals (Lampert et al., 2013) to enhance PSTs’ ability to enact a core practice: eliciting, interpreting, and using student thinking. In the intervention, PSTs have opportunities to decompose the core practice represented in classroom video clips and to approximate the practice in rehearsals. The intervention has three unique features: (1) student actors who simulate the complex classroom interactions inherent in responsive classrooms; (2) opportunities to view and analyze how different teachers (i.e., own, peers, and unfamiliar teachers) enact the core practice; and (3) opportunities for PSTs to reflect upon their own rehearsal videos filmed from multiple vantage points in the same classroom using innovative video technology such as point-of-view (POV) camera goggles. We describe what we have learnt from analyzing the PSTs’ views on the intervention in terms of their perceived learning from the intervention as well as whether and how the unique features of the intervention supported their learning. We also share the lessons learned and advice that we would like to share with other science teacher educators, especially in terms of how to better use and integrate innovative video technology such as POV footage into the teaching interventions to promote responsive teaching.