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Seeing through a different lens: What do interns learn when they make video cases of their own teaching?

Abstract

This study included four preservice interns at a Midwestern university in the United States who were learning to facilitate interactive discussions in English language arts. The authors investigated how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case about their teaching. Two interns identified themselves as the audience and problematized specific aspects of their lesson, whereas two others “showcased” themselves in a positive light for a public audience. All interns gained insights about their teaching as they constructed their case. Implications for teacher education and future research directions are discussed.

Reference

  • Rosaen, C. L., Lundeberg, M., Terpstra, M., Cooper, M., Fu, J., & Niu, R. (2009). Seeing through a different lens: What do interns learn when they make video cases of their own teaching?. The Teacher Educator, 45(1), 1-22.

Journal

The Teacher Educator

Analysis

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

unclear

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

no

Research Approach

  • exploratory case study

Geographic Setting

  • Midwestern University

Institutional Context

  • University based

Certification Level

  • Elementary
  • Secondary

Programatic Focus

  • English

Research Location Context

  • field placements (not related to methods courses)

Preservice Participants

  • Undergraduates (5 year program with yearlong internship)

Preservice Sample Size

4

Duration of Data Collection

  • Not clear

Data Sources

Data Analysis Tools

Researcher Positionality

Research Questions

"Therefore, we investigated how the interns’ perceptions of the targeted audience influenced what they noticed, talked about, and learned" (p. 2) through the development of a video case of their teaching.
Is this research question explicit from the manuscript? Combination

Categories

2PTP Category: Preservice teachers teaching practices (including shifts in teaching practices as a function of growth or context).

7DDA Topic: Discussion/Dialogic approaches

7REP Topic: Reflection and the reflective practitioner

7TNQ Topic: Teaching as inquiry

7RES: Research

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The Literacy Research Association provided pilot funding for portions of this project.

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