Pre-service teachers’ use of tools to systematically analyze teaching and learning
Abstract
Learning to systematically analyze the relationship between teaching and student learning is an important but difficult skill to engender in teachers. In this study, we examine how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course drew on this tool to analyze their own practice after the conclusion of the course. We conceptualize the framework as a conceptual tool that scaffolds pre-service teachers to learn to attend to particular dimensions of teaching and learning and to analyze how their teaching influences student learning. Using the Portfolio Assessment for California Teachers-Teaching Event of 14 English language arts pre-service teachers, we conducted a qualitative analysis to examine the extent to which they applied this framework to analyze their own practice after the conclusion of the course, as well as different strategies they adopted as they analyzed their teaching practice. Findings suggest that pre-service teachers made progress in using the framework to study their teaching, but development of sub-skills for all four facets are needed to develop more productive analyses of teaching and student learning. This study has important implications for the design of teacher education that intends to support pre-service teachers in developing tools for learning to learn from their teaching practice.
Reference
Chung, H. Q., & van Es, E. A. (2014). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice, 20(2), 113-135.
Journal
Teachers and Teaching: Theory and Practice
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
- Teacher education course (focus on video analysis of teaching)
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
14
Duration of Data Collection
Data Sources
- Performance Assessment of California Teachers (PACT)-Teaching Event
- portfolio
- student reflections
- Video
- writing prompts
Data Analysis Tools
- coding (emergent categories)
- coding (rubric)
- Constant comparative analysis
- Framework for Analyzing Teaching (Hiebert et al., 2007)
- rubric for data analysis
Researcher Positionality
Research Questions
"Do pre-service teachers draw on the Framework for Analyzing Teaching
as a conceptual tool to guide the analysis of their practice, in the context of the PACT-Teaching Event assessment?" (p. 114)
Is this research question explicit from the manuscript? Yes
"Given that pre-service teachers appropriate practice," in what "different ways" did pre-service teachers draw on the Framework for Analyzing Teaching to analyze teaching? (p. 114)
Is this research question explicit from the manuscript? Combination