You are here:

Exploring the Influence of Accomplished Teachers’ Video and Commentary Pairing on Teacher Candidates’ Noticing and Thinking about Practice

, Central Washington University, United States ; , Vanderbilt University, United States ; , University of Southern California, United States ; , Niagara University, United States ; , Vanderbilt University, United States

Journal of Technology and Teacher Education Volume 26, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Teacher preparation programs are facing increased demands to link pre-service teachers to expert teachers. Literature has highlighted that utilizing accomplished teacher videos has the potential to buttress pre-service teachers’ professional learning. Over the last decade, several platforms have been developed that offer expert teacher videos and provide windows into expert practice. In general, though, the current video-based systems are limited because they do not shed light on the teacher’s thinking, planning, analysis, and reflection from the accompanying video. This article examines the efficacy of a platform that brings forward accomplished teachers’ thinking alongside their videos. The empirical evidence from this study indicated that, from the pre-service teachers’ perspective, the pairing of video and commentary helped them unpack the complexities of decision-making that accomplished teachers engage in when they plan, teach, and reflect on practice.

Citation

Hougan, E., Johnson, H., Novak, D., Foote, C. & Palmeri, A. (2018). Exploring the Influence of Accomplished Teachers’ Video and Commentary Pairing on Teacher Candidates’ Noticing and Thinking about Practice. Journal of Technology and Teacher Education, 26(2), 217-248. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 21, 2018 from .

View References & Citations Map

References

  1. Abell, S. K., Cennamo, K. S., Anderson, M. A., & Bryan, L. A. (1996). Integrated media classroom cases in elementary science teacher education. Journal of Computers in Mathematics and Science Teaching, 15(1/2), 137-151.
  2. Barnhart, T., & Van Es, E. A. (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.
  3. Berliner, D. C. (1994). Expertise: The wonders of exemplary performance. In J. N. Mangieri, & C. Collins Block (Eds.), Creating powerful thinking in teachers and students (pp. 141-186). Ft. Worth, TX: Holt, Rinehart and Winston.
  4. Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463-482.
  5. Bond, L., Smith, T., Baker, W.K. & Hattie, J.A. (2000). The certification system of the national board for professional teaching standards: A construct and consequential validity study.
  6. Boyle T. (1997). Design for Multimedia Learning. New York: Prentice Hall.
  7. Brouwer, N. (2011). Imaging teacher learning: A review on the use of digital video for preservice teacher education and professional development. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  8. Cavalluzzo, L. C. (2004). Is NBPTS certification an effective signal of teacher quality? Arlington, VA: CNA Corporation.
  9. L. (2014). From Large Urban to Small Rural Schools: An Empirical Study
  10. Charmaz, K. (2001). Grounded theory. In R. M. Emerson (Ed.), Contemporary Field Research (pp. 335–352). Long Grove, IL: Waveland Press.
  11. Clotfelter, C., Ladd, H., & Vigdor, J. (2007). How and why do teacher credentials matter for student achievement? (NBER Working Paper 12828). Cambridge, MA: National Bureau of Economic Research.
  12. Coffey, A., & Atkinson, P. (1996). Concepts and coding. Making sense of qualitative data. Thousand Oaks, CA: Sage Publications.
  13. Cowan, J., & Goldhaber, D. (2015). National Board Certification and Teacher Effectiveness: Evidence from Washington State. CEDR Working Paper 2015-3. University of Washington, Seattle, WA.
  14. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (Second Edition). Thousand Oaks, CA: SAGE Publications, Inc.
  15. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  16. Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 6-13.
  17. Dymond, S.K. & Bentz, J.L. (2006). Using digital videos to enhance teacher preparation. Teacher Education and Special Education, 29, 98-112.
  18. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Processing fieldnotes: Coding and memoing. In Writing ethnographic fieldnotes (pp. 142–168). Chicago: University of Chicago Press.
  19. Goldhaber, D., & Anthony, E. (2007). Can Teacher Quality be Effectively Assessed? National Board Certification as a Signal of Effective Teaching. Review of Economics and Statistics, 89(1), 134-150.
  20. Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
  21. Johnson, H. J., & Cotterman, M. (2015). Developing preservice teachers’ knowledge of science teaching through video clubs. Journal of Science Teacher Education, 26(4), 393-417.
  22. Karppinen, P. (2005). Meaningful Learning with Digital and Online Videos: Theoretical Perspectives. AACE Journal, 13(3), 233-250
  23. Lambdin, D., Duffy, T., & Moore, J. (1997). Using an interactive information system to expand preservice teachers’ visions of effective mathematics teaching. Journal of Technology and Teacher Education, 5, 171-202.
  24. Lustick, D., & Sykes, G. (2006). National Board Certification as professional development: What are teachers learning? An empirical investigation of the
  25. National Board for Professional Teaching Standards. (2014). Retrieved from http://boardcertifiedteachers.org/sites/default/files/Guide_to_NB_Certification.pdf
  26. National Board for Professional Teaching Standards. (2012). 2012 NBCT Survey. Retrieved from http://www.nbpts.org/userfiles/file/2012_NBCT_Survey_Findings_Summary.pdf
  27. Pecheone, R. & Whittaker, A. (2016) Well prepared teachers inspire student learning. Kappan, 97(7), 8-13.
  28. Rosaen, C., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing Noticing. Journal of Teacher Education, 59(4), 347-360.
  29. Russ, R. (2018). Characterizing teacher attention to student thinking: A role for epistemological messages. Journal of Research in Science Teaching, 55(1), 94-120.
  30. Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. Zdm, 43(1), 133-145.
  31. 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.
  32. Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass. Schrader, P. G., Leu, D. J., Kinzer, C. K., Ataya, R., Teale, W. H., & Labbo,
  33. L. D. (2003). Using internet delivered video cases, to support pre-service teachers’ understanding of effective early literacy instruction: An exploratory study. Instructional Science, 31, 317–340.
  34. Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Using video in teacher education (pp. 1–28). Amsterdam, Netherlands: Elsevier.
  35. Sherin, M. G., Linsenmeier, K., & Van Es, E.A. (2009). Selecting Video Clips to Promote Mathematics Teachers’ Discussion of Student Thinking. Journal of Teacher Education, 60(3), 213–230.
  36. Sherin, M. G., Russ, R. S., Sherin, B. L., & Colestock, A. (2008). Professional Vision in Action: An Exploratory Study. Issues in Teacher Education, 17(2), 27-46.
  37. 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 Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.), Mathematics teacher noticing: Seeing through teachers’ eyes (117-133). New York: Routledge.
  38. Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge, U.K.: Cambridge University Press.
  39. Van Es, E. A. (2009). Participants’ Roles in the Context of a Video Club. Journal of the Learning Sciences, 37-41.
  40. Van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition & Instruction.
  41. 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.
  42. Van Es, E., & Sherin, M. G. (2009). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155–176.
  43. Wang, J. & Hartley, K. (2003). Video Technology as a Support for Teacher Education Reform. Journal of Technology and Teacher Education, 11(1), 105138.
  44. Winitzky, N., & Arends, R. (1991). Translating research into practice: The effects of various forms of training and clinical experience on preservice students’ knowledge, skill, and reflectiveness. Journal of Teacher Education, 42 (1), 52–65.
  45. Zeichner, K. M., & Liston, D. P. (1996). Reflective Teaching: An Introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.