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.
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.
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. https://doi.org/10.1016/j.tate.2014.09.005
Barnhart, T. & van Es, E. (2020). Developing a critical discourse about teaching and learning: The case of a secondary science video club. Journal of Science Teacher Education, 31(5), 491-514.
Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90–114. https://www.waxmann.com/artikelART102716
Coles, A. (2013). Using video for professional development: The role of the discussion facilitator. Journal of Mathematics Teacher Education, 16(3), 165–184. https://doi.org/10.1007/s10857-012-9225-0
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D. C. Heath and Company.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289. https://doi.org/10.1080/13540600902875340
Groth, R. E., Bergner, J. A., Weaver, S. D., & Follmer, D. J. (2021). Virtual tools and protocols to support collaborative reflection during lesson study. Innovations in Science Teacher Education, 6(4). https://innovations.theaste.org/virtual-tools-and-protocols-to-support-collaborative-reflection-during-lesson-study/
Hammer, D., & van Zee, E. (2006). Seeing the science in children’s thinking: Case studies of student inquiry in physical science. Heinemann.
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202. https://doi.org/10.5951/jresematheduc.41.2.0169
Johnson, H. J., & Mawyer, K. K. N. (2019). Teacher candidate tool-supported video analysis of students’ science thinking. Journal of Science Teacher Education, 30(5), 528–547. https://doi.org/10.1080/1046560X.2019.1588630
Kang, H., Thompson, J., & Windschitl, M. (2014). Creating opportunities for students to show what they know: The role of scaffolding in assessment tasks. Science Education, 98(4), 674–704. https://doi.org/10.1002/sce.21123
Kang, H., & van Es, E. A. (2018). Articulating design principles for productive use of video in perservice education. Journal of Teacher Education, 70(3), 237–250. https://doi.org/10.1177/0022487118778549
Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 53(9), 1316–1340. https://doi.org/10.1002/tea.21329
Levin, D., Hammer, D., Elby, A., & Coffey, J. (2013). Becoming a responsive science teacher: Focusing on student thinking in secondary science. NSTA Press.
Levin, D. M., & Richards, J. (2011). Learning to attend to the substance of students’ thinking in science. Science Educator, 20(2), 1–11.
Luna, M., & Selmer, S. (2021). Examining the responding component of teacher noticing: A case of one teacher’s pedagogical responses to students’ thinking in classroom artifacts. Journal of Teacher Education, 72(5), 579–593. https://doi.org/10.1177/00224871211015980
Luna, M. J., & Sherin, M. G. (2017). Using a video club design to promote teacher attention to students’ ideas in science. Teaching and Teacher Education, 66, 282–294. https://doi.org/10.1016/j.tate.2017.04.019
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807
Miller, K., & Zhou, X. (2007). Learning from classroom video: What makes it compelling and what makes it hard. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 321–334). Lawrence Earlbaum Associates.
NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press. https://doi.org/10.17226/18290
Richards, J. (2013). Exploring what stabilizes teachers’ attention and responsiveness to the substance of students’ scientific thinking in the classroom (UMI No. 3599547) [Doctoral dissertation, University of Maryland, College Park]. ProQuest Dissertations and Theses Global.
Richards, J., Elby, A., & Gupta, A. (2015). Incorporating disciplinary practices into characterizations of progress in responsive teaching. arXiv.org. https://arxiv.org/abs/1502.04420
Richards, J., & Robertson, A. D. (2016). A review of the research on responsive teaching in science and mathematics. In A. D. Robertson, R. E. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 36–55). Routledge.
Robertson, A. D., Atkins, L. J., Levin, D. M., & Richards, J. (2016). What is responsive teaching? In A. D. Robertson, R. E. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 1–35). Routledge.
Russ, R. S., & Luna, M. J. (2013). Inferring teacher epistemological framing from local patterns in teacher noticing. Journal of Research in Science Teaching, 50(3), 284–314. https://doi.org/10.1002/tea.21063
Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140. https://doi.org/10.1007/s10857-007-9029-9
Schäfer, S., & Seidel, T. (2015). Noticing and reasoning of teaching and learning components by pre-service teachers. Journal for Educational Research Online, 7(2), 34–58. https://www.waxmann.com/artikelART102833
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Star, J. R., Lynch, K., & Perova, N. (2011). Using video to improve pre-service mathematics teachers’ abilities to attend to classroom features: A replication study. In M. G. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (pp. 117–133). Routledge.
Tools for Ambitious Science Teaching. (2021, November 5). Retrieved from https://ambitiousscienceteaching.org/
Ulusoy, F., & Çakıroğlu, E. (2018). Using video cases and small-scale research projects to explore prospective mathematics teachers’ noticing of student thinking. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), Article em1571. https://doi.org/10.29333/ejmste/92020
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244–276. https://doi.org/10.1016/j.tate.2006.11.005
van Es, E. A., Stockero, S. L., Sherin, M. G., Van Zoest, L. R., & Dyer, E. (2015). Making the most of teacher self-captured video. Mathematics Teacher Educator, 4(1), 6–19. https://doi.org/10.5951/mathteaceduc.4.1.0006
van Es, E. A., Tekkumru-Kisa, M., & Seago, N. (2020). Leveraging the power of video for teacher learning: A design framework for mathematics teacher educators. In S. Llinares & O. Chapman (Eds.), International handbook of mathematics teacher education: Tools and processes in mathematics teacher education (2nd ed., Vol. 2, pp. 23–54). Brill. https://doi.org/10.1163/9789004418967_002
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(4), 340–356. https://doi.org/10.1177/0022487114534266
Windschitl, M., Thompson, J., & Braaten, M. (2018). Ambitious science teaching. Harvard Education Press.
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96(5), 878–903. https://doi.org/10.1002/sce.21027
Zhang, M., Koehler, M., & Lundeberg, M. (2015). Affordances and challenges of different types of video for teachers’ professional development. In B. Calandra & P. J. Rich (Eds.), Digital video for teacher education: Research and practice (pp.147–163). Routledge.