Exploring the Influence of Accomplished Teachers’ Video and Commentary Pairing on Teacher Candidates’ Noticing and Thinking about Practice
Eric Hougan, Central Washington University, United States ; Heather Johnson, Vanderbilt University, United States ; Daniel Novak, University of Southern California, United States ; Chandra Foote, Niagara University, United States ; Amy Palmeri, 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
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.
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.
© 2018 Society for Information Technology & Teacher Education
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Emily Baumgartner & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517
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