Noticing noticing: How does investigation of video records change how teachers reflect on their experiences?

Abstract

This study investigated the following question: To what extent and in what ways might using video help interns reflect on their discussion-based teaching in a more complex manner than when they use memory-based written reflection? Three elementary interns participated in the study. Findings suggest that video-supported reflection enabled interns to write more specific (vs. general) comments about their teaching than writing from memory, shift the content of the reflections from a focus on classroom management in memory-based reflections to a focus on instruction when video was available, and focus less on themselves and more on children when they reflected on video clips of their teaching. The power of video-based reflection to help interns revisit, notice, and investigate how they facilitate classroom discussions is considered.

Reference

Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences?. Journal of Teacher Education, 59(4), 347-360.

Journal

Journal of Teacher Education

Analysis

Is this article part of a larger project or series of studies?

unclear

Does this study draw on a large, preexisting data set?

Research Approach

none stated

Geographic Setting

midwest

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

not stated

Research Location Context

field placements (not related to methods courses)

Preservice Participants

Undergraduates (5 year program with yearlong internship)

Preservice Sample Size

Duration of Data Collection

Not clear

Data Sources

Interviews
Video
Written reflections

Data Analysis Tools

coding (emergent categories)
cross-case analysis

Researcher Positionality

Inside (studying their own programs)

Research Questions

"To what extent and in what ways might using video help interns reflect on their discussion-based teaching in a more complex manner than when they use memory-based written reflection? " (p. 347)
Is this research question explicit from the manuscript? Yes