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.
Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.
Abell, S.K. & Cennamo, K.S. (2003). Videocases in elementary science teacher preparation. In J. Brophy (Ed.), Using Video in Teacher Preparation (pp. 103-130). Bingley, UK: Emerald Group Publishing Limited.
Abell, S. K., & Bryan, L. A. (1997). Reconceptualizing the elementary science methods course using a reflection orientation. Journal of Science Teacher Education, 8, 153-166.
Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93.
Barth-Cohen, L. A., Little, A. J., & Abrahamson, D. (2018). Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis. Journal of Science Teacher Education, 29, 83-101.
Benedict-Chambers, A. (2016). Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions. Teaching and Teacher Education, 59, 28-44.
Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10–13.
Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009). Using video editing to cultivate novice teachers’ practice. Journal of research on technology in education, 42(1), 73-94.
Chan, P.Y.K. & Harris, R.C. (2005). Video ethnography and teachers’ cognitive activities. In J. Brophy & S. Pinnegar (Eds.), Learning from research on teaching: Perspective, methodology and representation. Advances in research on teaching, volume 11 (pp. 337-375). Amsterdam: Elsevier JA1.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013-1055.
Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
Gelfuso, A. (2016). A framework for facilitating video-mediated reflection: Supporting preservice teachers as they create ‘warranted assertabilities’ about literacy teaching and learning. Teaching and Teacher Education, 58, 68-79.
Gibson, S. A., & Ross, P. (2016). Teachers’ professional noticing. Theory Into Practice, 55, 180-188.
Hawkins, S., & Park Rogers, M. (2016). Tools for reflection: Video-based reflection within a preservice community of practice. Journal of Science Teacher Education, 27, 415-437.
Hundley, M., Palmeri, A., Hostetler, A., Johnson, H., Dunleavy, T.K., & Self, E.A. (2018). Developmental trajectories, disciplinary practices, and sites of practice in novice teacher learning: A thing to be learned. In D. Polly, M. Putman, T.M. Petty, & A.J. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs. (pp. 153-180). Hershey, PA: IGI Global.
Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202.
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85.
Kang, H., & van Es, E. A. (2018). Articulating design principles for productive use of video in preservice education. Journal of Teacher Education, 0022487118778549.
Kearney, M., Pressick-Kilborn, K., & Aubusson, P. (2015). Students’ use of digital video in contemporary science teacher education. In G. Hoban, W. Nielson & A. Shephard (Eds.), Student-generated digital media in science education: Learning, explaining and communicating content, (pp. 136-148).
Knight, S.L., Lloyd, G.M., Arbaugh, F., Gamson, D., McDonald, S., Nolan Jr., J., Whitney, A.E. (2015). Reconceptualizing teacher quality to inform preservice and inservice professional development. Journal of Teacher Education, 66, 105-108.
Luft, J. (2007). Minding the gap: Needed research on beginning/newly qualified science teachers. Journal of Research in Science Teaching, 44, 532-537.
Luft, J.A., Roehrig, G.H., & Patterson, N.C. (2003). Contrasting landscape: A comparison of the impact of different induction programs on beginning secondary science teachers’ practices, beliefs, and experiences. Journal of Research in Science Teaching, 40, 77-97.
Luft, J.A., & Hewson, P.W. (2014). Research on teacher professional development programs in science. In S.K. Abell & N.G. Lederman (Eds.), Handbook of Research on Science Education (pp. 889- 909). Mahwah, NJ: Lawrence Erlbaum Associates.
Martin, S. N., & Siry, C. (2012). Using video in science teacher education: An analysis of the utilization of video-based media by teacher educators and researchers. In B.J. Fraser, K. Tobin, C.J. McRobbie (Eds.), Second international handbook of science education (pp. 417-433). Dordrecht, the Netherlands: Springer.
Stanford Center for Assessment, Learning, and Equity. (2013). edTPA Field Test: Summary Report. Stanford, CA: Stanford University. Retrieved from http://edtpa.aacte.org/news-area/announcements/edtpa-summary-report-is-now-available.html
Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28, 728-739.
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65, 340-356.
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interaction. Journal of Technology and Teacher Education, 10, 571-596.