Jumpstarting Novice Teachers’ Ability to Analyze Classroom Video

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

“…For example, they see more clearly the effects of their interactions with students, the activities of student groups that were outside of their range of vision, and their own "mannerisms" (Snoeyink, 2010). Similarly, "seeing oneself" can also create dissonance when PTs and ITs perceive a difference between what they remember of their activity and what they are seeing on video (Baecher & Kung, 2011;Harlin, 2014;Rosaen et al, 2008). More generally, PTs perceive viewing their own classroom teaching as a beneficial experience (Downey, 2008;Snoeyink, 2010;Wu & Kao, 2008).…”

“…With repeated use of these videos, PTs and ITs enhance their cognitive powers of observation, identification and interpretation, as well as their capacity for classroom action (Coffey, 2014;Krammer et al, 2006;Star & Stirkland, 2008). PTs and ITs also learn to seek specific evidence from the video to support claims and to be more cautious in making judgments (Baecher & Kung, 2011). The videos also reveal classroom events they had missed during the actual lesson (Borko et al, 2008(Borko et al, , 2011Coffey, 2014;Romano & Schwartz, 2005;Zhang et al, 2011).…”

“…As an example, a video can be viewed as a class activity (Koc, 2011;Rosaen et al, 2010a) or as a distance-learning activity (Karsenti & Collin, 2011;Krammer et al, 2006), live (Mitchell, Marsh, Hobson, & Sornsen, 2008;Whyte, 2011) or recorded (Kleinknecht & Schneider, 2013;Wang, 2013), as an occasional activity (Calandra et al, 2008;Tripp & Rich, 2012a) or as part of regular activities (Santagata, 2009;, and alone (Star & Stirkland, 2008;van den Berg, 2001) or in a group (Borko et al, 2008;van Es, 2012). Video viewing is also sometimes combined with other technologies such as electronic portfolios (Cooper, 2015;Fadde et al, 2009), online discussions (Koc, Peker, & Osmanoglu, 2009;Llinares & Valls, 2009;Yamamoto & Hicks, 2007), video-conferencing (Dyke, Harding, & Liddon, 2008;Marsh et al, 2009;Wiesemes & Wang, 2010), "multimodal resources": digital pictures and texts (Roche & Gal-Petitfaux, 2015), DVD and CD-ROM (Chan & Harris, 2005;Yung et al, 2007), TV programmes, 5 or web platforms 6 (Aub e, David, Cantin, & Meyer, 2003;Baecher & Kung, 2011;Leblanc & Ria, 2014). However, the number of tools remains limited due to the high time investment required, particularly for organization and management (Krammer et al, 2006), and the high cost (Koc, 2011).…”

Syncing Our Cycles: An Inquiry-Based Coaching Model for Distant Supervision

“…Indeed, Baecher and Kung (2011) urge "a high degree of scaffolding" when working with classroom video (p. 16). Rather than presuming interns know how to watch themselves and their peers, coaches can guide their viewing in early seminars.…”

Usages de la vidéo dans le contexte sherbrookois de la formation en ligne à l’enseignement

“…Ce peut être alors, dans le cas de formations initiales à l'enseignement, les futurs enseignants lors de leurs stages (Baecher et Kung, 2011 ;Blondeau, 2013 ;BrantleyDias, Dias, Frish et Rushton, 2008 ;Heintz, Borsheim, Caughlan, Juzwik et Sherry, 2010 ;Mc Cullagh, 2010) ou de leurs premières expériences (RIA, 2010), et dans le cas de formations continues, les enseignants eux-mêmes en exercice dans leur propre classe (Brantlinger, Sherin et Linsenmeier, 2011 ;Jacobs, Borko et Koellner, 2009 ;Van Es et Sherin, 2010 ;Zhang et al, 2011).…”