Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices

McFadden, Justin; Ellis, Joshua A.; Anwar, Tasneem; Roehrig, Gillian H.

doi:10.1007/s10956-013-9476-2

Cited by 55 publications

(46 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Video has proven to be a powerful tool for helping preservice teachers learn to notice instructional practice and for promoting more systematic reflection of teaching (Blomberg et al, 2013;Calandra & Rich, 2015;Gaudin & Chaliès, 2015;McFadden, Ellis, Anwar, & Roehrig, 2014;Stockero, Rupnow, & Pascoe, 2015;Santagata & Yeh, 2013). It is well documented that when teacher candidates enter teacher education, their noticing of instruction is underdeveloped and that they can improve their observation of teaching in the context of a course (Jacobs et al, 2010;Roller, 2016;Schäfer & Siedel, 2015;Star & Strickland, 2008;Stockero et al, 2015).…”

Section: Using Video To Learn To Decompose Classroom Interactionsmentioning

confidence: 99%

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Cashen

Barnhart

et al. 2017

Cognition and Instruction

119

View full text Add to dashboard Cite

Section: Using Video To Learn To Decompose Classroom Interactionsmentioning

confidence: 99%

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Cashen

Barnhart

et al. 2017

Cognition and Instruction

119

View full text Add to dashboard Cite

“…;Calandra, Brantley-Dias, Lee, & Fox, 2009;Calandra & Brantley-Dias, 2010;Calandra & Puvirajah, 2011; Calandra & Rich, 2014;Fadde, Aud, & Gilbert, 2009;Fadde & Rich, 2010;Fadde & Sullivan, 2013;McFadden, …”

mentioning

confidence: 99%

Video viewing in teacher education and professional development: A literature review

Gaudin

Chaliès

2015

Educational Research Review

504

252

View full text Add to dashboard Cite

“…TIN incorporates the following primary components: individual reflective journals, small group Vexation-Venture activities (Johnston & Settlage, 2008), Professional Development Inquiries (Danielson, 2007), and video clubs. These components arise from an effort to provide teachers multiple affordances for developing their reflective and reform-based practices in an online learning environment (McFadden, Ellis, Anwar, & Roehrig, 2014;Roehrig, Donna, Billington, & Hoelscher, 2015). Notably, missing from TIN was a focus on equitable and culturally responsive science teaching.…”

Section: Context Programmentioning

confidence: 99%

Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course

Brown

Dare

Roehrig

et al. 2018

IJDL

View full text Add to dashboard Cite

Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity. Traditional teacher preparation programs, however, neither emphasize nor require multicultural science education coursework. Unfortunately, many science teachers exit preparation programs without critically examining their beliefs about culturally diverse students or increasing their confidence in working with them. In response to this concern, we designed a theoretically- and contextually-grounded induction course to support culturally responsive secondary science teacher development. The purpose of this four-week course was to engage beginning secondary science teachers (1-5 years of teaching experience) in activities, discussions, and reflections raising awareness of the importance of attending to attitudes about culturally diverse students, as well as abilities to incorporate students’ backgrounds into science instruction. Course goals included improving teachers’: understanding of culturally responsive pedagogy (CRP); sociopolitical awareness and knowledge of their cultural identities; knowledge of and attitudes toward culturally diverse students, their families, and communities; critical reflection on classroom practices; and abilities to design culturally responsive science curriculum units integrating families’ funds of knowledge and/or sociopolitical ties. In this paper, we share our design and implementation experiences, as well as teacher outcomes. Continued conversations between researchers, teacher educators, and others involved in advancing culturally responsive science teaching are crucial to the academic success of culturally diverse student populations.

show abstract

Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices

Cited by 55 publications

References 23 publications

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Video viewing in teacher education and professional development: A literature review

Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course

Contact Info

Product

Resources

About