Presentation Transcript

1. Exploring a theoretical framework for interpreting student teachers’ interaction with video.

   John McCullagh Irene Bell Stranmillis University College Belfast TEAN Conference 16th May 2014
2. Content Introduction Project details and Methods Findings Conclusion
3. Introduction and Background McCullagh, J.F., Bell, I., Corscadden, F. (2013) ‘How does video analysis support student teachers in the very early stages of their initial teacher education?, Tean Journal 5(3), pp.38- 51.
4. Our previous research on video within ITE showed … Video greatly supports learning to teach. Interaction with video (and each other),enriches learning. Even limited experience has significant impact on students’ future practice. Students would welcome further use of video.
5. Research Aims To access students’ first hand experience of using video. To explore a theoretical framework to explain why video is such an effective tool within ITE.
6. Project Details A cohort (N=19) Year 1 Maths/Science students on B.Ed Programme. Two sessions of micro-teaching and group video analysis (at Stranmillis) Observation and video recording of exemplar lessons in partner school Video analysis of exemplar lesson Video analysis of own teaching Evaluate and edit group video Project included within module assessment
7. Research Design Look for evidence of ‘activity’ across a range of video activities. Micro-teaching Viewing video of exemplar Maths and Science Lessons Students’ own first attempts at classroom teaching
8. Data Collection Student voice accessed via; Questionnaires after each task Questionnaire on completion of teaching placement (separate to project). Focus group interviews (six groups)
9. Theories on the use of videofocus more on the cognitive than affective
10. Why might video support student learning? Enhances observation- (detail, perspective, multiple viewings, structure, objectivity) Sherin,M.G. & van ES,E. (2005), Captured actions (video) sustain internal conversation and therefore thought Hung,H.(2009) Facilitates collaboration- peers, tutors, community of learners Newton & Sorenson (2010), Rickard et al.(2009) ‘Tasks’ make reflection more interactive, less rooted in the past, more proactive. Yerrick et al (2005)
11. Developing Professional Competence Video assists with the development of ‘professional vision’ (Goodwin, 2007) – Sezen-Barrie et al (2013) describe this as comprising ‘Highlighting’ – labelling the parts of the activity that need attention in order to help professionals understand a complex activity. ‘Coding’- uncovering the values and cultural significance that are attached to the highlighted aspects of activity. Similar to van Es and Sherin’s (2002) conceptualisation of ‘noticing’ -identify what is important -make connections between the specific to broader principles -use context knowledge to reason.
12. Developed Practice Practice matches student’s concept of ‘ideal’ Video Supported Zone of Proximal Development Progression through areas and levels of competence requires repeated cycles of development Cognitive Activities Observing Comparing Challenging ideas Testing Questioning Explaining Emotional Aspects Motivation Confidence Excitement Empathy Reassurance Resilience Student drawn into the VSPD by dissatisfaction with current practice Basic Practice Adapted from Murphy’s model for Co-teaching (2012)
13. Micro-teaching- Individual Evaluation After watching the video students’ evaluations were less ‘neutral’ Comments were more detailed and precise ALL reported ‘increase’ or ‘large increase’ in motivation- ‘want to work on weaknesses’ ‘I can see the potential in me’ ‘I can see I need to be better prepared so I am motivated to plan better’
14. More than half rate lesson as ‘neutral’
15. Watching video changed students rating
16. Was it useful? ALL reported ‘yes’ It provided detailed feedback Reassurance- I could see that I could do it It was a ‘real’ activity
17. Micro-teaching- Group Evaluation How did video alter group discussion? Collectively more is noticed and therefore discussed Peers balance weaknesses with strengths Reassurance- ‘we are all in this together’ Feedback is honest and direct After discussion 11 students reconsidered lesson as ‘better’; 8 unchanged ALL reported increase in motivation - ‘positive vibe within the group’ Concrete evidence challenges perspectives - greater certainty and richer discussion Watching sparks ideas for issues to explore, so we see more and more.
18. Micro-teaching 2 17 of 19 students felt lesson was better Better prepared More confident Improved on a specific weakness 16 of 19 report greater confidence ‘I can see I have improved’ All referred back to first video 13 of 19 students cited future teaching of pupils - Concerns with managing a real class? -Excitement, enthusiasm at classroom teaching Students ‘ready’ for next stage
19. Viewing video of exemplar Maths and Science Lessons How did video support? Repeated viewing and fine detail Access to others’ views on observed practice Discussion could happen throughout viewing Representation of lesson structure Impact on motivation 17 of 19 students were ‘more motivated’ ‘I want my pupils to be that engaged’ ‘I could see how fine detail of planning pays off’ ‘I could see what I can aspire towards’ Anxiety 10 students reported increase in anxiety, 7 decrease Intimidated by knowledge level of pupils ‘I will not be at this standard’ ‘Conversation with teacher and planning support was reassuring’
20. Students’ own first attempts at classroom teaching All students reported that video led to More Discussion and a Higher Level of discussion. Not focusing only on partially recalled incidents Reality firmed up opinions Evidence to support judgements on strengths and weaknesses Access a shared perspective and contest it Simultaneously watch a peer and explore their thinking Only two students did not change their rating ( 13 ‘Better’, 4 ‘Worse’) Peers identified things I took for granted as ‘Strengths’ ‘ The video has put my analysis on a higher level- I now know better what to watch out for when teaching and what to think about afterwards.’ ‘ I couldn’t analyse things as I went along because I was too busy teaching, but now I could watch the video, and watch again and again.’ ‘ I found seeing myself teaching in front of a real class so encouraging. I was alike a real teacher!’
21. Simultaneously watch a peer and explore their thinking Only two students did not change their rating ( 13 ‘Better’, 4 ‘Worse’) Peers identified things I took for granted as ‘Strengths’ ‘ The video has put my analysis on a higher level- I now know better what to watch out for when teaching and what to think about afterwards.’ ‘ I couldn’t analyse things as I went along because I was too busy teaching, but now I could watch the video, and watch again and again.’ ‘ I found seeing myself teaching in front of a real class so encouraging. I was alike a real teacher!’
22. Developed Practice Practice matches student’s concept of ‘ideal’ Video Supported Zone of Proximal Development Progression through areas and levels of competence requires repeated cycles of development Cognitive Activities Observing Comparing Challenging ideas Testing Questioning Explaining Emotional Aspects Motivation Confidence Excitement Empathy Reassurance Resilience Student drawn into the VSPD by dissatisfaction with current practice Basic Practice Adapted from Murphy’s model for Co-teaching (2012)
23. Conclusion All three contexts of video use are hugely beneficial - (Possible parallel with Vygotsky’s Social Situation of Development and the notion of the conflict between ability and desire.) Video impacts on both affective and cognitive aspects of learning Don’t underestimate the importance of affective aspects of learning to be a teacher- we are how we feel.
24. References Goodwin,C. (1994) Professional vision. American Anthropologist, 96(3), 606-633. Hung,H. (2009) Learners’ perceived value of video as mediation in foreign language learning, Journal of Educational Multimedia & Hypermedia,18 (2), 171-190. Murphy, C. (2012) Personal Communication Newton,L. & Sorensen,P. (2010) Research into practice: using digital video to foster pre-service teachers’ collaborative reflection around scientific inquiry. Paper presented at National Association of Research in Science Teaching Annual Conference, Philadelphia 2010. Sezen-Barrie, A., Tran, M., McDonald, S., & Kelly, G.J (2013) A cultural Historical Activity Theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience. Cultural Studies of Science Education. In Press. 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, 571-596. Contact details J.McCullagh@stran.ac.uk