Digital Video for Teacher Education: Research and Practice
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Digital video use is becoming prevalent in teacher education as a tool to help improve teaching and learning and for assessing effective teaching. Timely and comprehensive, this volume brings together top scholars from multiple disciplines to provide sound theoretical frameworks, research-based support, and clear practical advice on a variety of unique approaches to using digital video in teacher education programs. Part I deals with the use of video for teacher learning. Part II focuses on the role played by those other than teachers in the effective use of digital video in teacher education programs. Part III addresses how to administer video for teacher education. Exploring the complexities of effectively and appropriately integrating digital video into teacher development at various stages, this book is a must-have resource for scholars and professionals in the field.
experienced teachers were also often aided by an expert, most often in the case of applying a specific lens or analysis method (Baig, 2012; Borko et al., 2011). In fact, it may have been his expertise as an NBPTS evaluator that allowed the department chair in Brantlinger et al. (2011) to feel like less of an administrator and more of an expert whose experience would help the other teachers to succeed at a higher rate. An expert, though not required for a successful implementation, brings to video
model, question/probe/revoice/extend) and substantive focus (e.g., student error or misconception, teacher questioning, mathematical explanation). We then used the analysis tools in Studiocode to look for patterns of facilitation moves and characteristics of the video-based conversations related to our research questions. For example, using Studiocode’s Matrix, Transcription and Statistics functions, for each Teacher Leader’s Fuel Gauge Workshops 2 and 3, we conducted fine-grained analyses of the
styles and learn new ideas for their own teaching. Teaching is hard work, and these teachers supported and challenged one another to improve their practice with video. The major obstacles included choosing video clips that were conducive to rich discussion and creating a safe learning community in which teachers could openly critique other teachers. Video from published resources helped teachers practice the PBL process. It also provided a window into practice, sparked interest in new practices,
pre-service social studies teachers. The goal was to strengthen instructional techniques using objective evidence to promote active student engagement. To facilitate inquiry, participants were provided tutorials, assignment suggestions, and question prompts related to evidential reasoning. During the semester-long experience, they elaborated on their future planning and teaching techniques. The pre-service teachers reported that video tools enhanced their evidence-based reasoning by linking
evidence to draw conclusions capable of providing the evidence needed for meaningful assessments (e.g., Shepherd & Hannafin, 2011; West et al., 2009). To the extent video samples are the sole or primary source of assessment evidence, we run the risk of assigning too much (or too little) source credibility to warrant or support generalizations. As we have shown in this chapter, other researchers have also noted that additional data sources are needed to provide a balanced, well-rounded meaningful