Interns’ Use of Video Cases to Problematize Their Practice: Crash, Burn and (Maybe) Learn
Cheryl Rosaen, Mary Lundeberg, Marjorie Cooper, Anny Fritzen, Michigan State University, United States
Journal of Technology and Teacher Education Volume 18, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study investigated the following question: To what extent and in what ways does constructing a video case of their own discussion-based teaching help interns reflect on their teaching? First, we discuss the notion of learning to learn from experience through reflection and analysis, why we chose classroom discussions as a site for studying pre-service teacher learning, and the promise of constructing video cases for promoting reflection and analysis. Next, we present our research questions and case study methodology (Yinn, 2003). Then we report three main findings: the interns’ frame of mind toward using video as a tool for reflection changed from closed to more open; observations became more specific, complex and more focused on instruction and student interaction; and the audience for the case influenced what interns paid attention to. We discuss the importance of developing an open frame of mind in working with video for analytic purposes, the need to name and frame problems associated with one’s practice in order to promote learning, and challenges of using video to develop discussion skills in science. We conclude with suggestions for future research.
Rosaen, C., Lundeberg, M., Cooper, M. & Fritzen, A. (2010). Interns’ Use of Video Cases to Problematize Their Practice: Crash, Burn and (Maybe) Learn. Journal of Technology and Teacher Education, 18(3), 459-488. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2010 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
“When your lesson is bombing”: The mediation of perplexity in the development of a reflective stance toward teaching
Jennifer Sharples Reichenberg, Medaille College, United States; Mary B. McVee, University at Buffalo, United States
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 80, No. 1 (April 2019) pp. 241–254
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.