Preservice Teachers’ Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?

Abstract

Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers’ skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers’ skill to identify effective teaching interactions in others related to the effectiveness of the emotional support and instructional support exhibited in their observed classroom interactions. In addition, the study investigated the relationship between these skills and the teacher program characteristics. This study provides further evidence that the skill of noticing effective teaching interactions in others is related to implementing one’s own effective classroom interactions. Thus, enhancing preservice teachers’ noticing skills serves as an important target for current and future teacher training.

Researching Pre-school Teachers’ Knowledge of Oral Language Pedagogy Using Video

“…Further evidence of promise for using video to capture preschool teacher's pedagogical knowledge is provided by the Video Assessment of Interactions and Learning (VAIL). This tool, which captures teacher's ability to identify effective, nondomain-specific adult-child interactions, has been shown to predict the observed quality of teachers emotional and instructional support (Jamil et al, 2015;Wiens et al, 2020). Together, these studies offer evidence that pedagogical knowledge matters for pre-school classroom quality, and that video assessment may offer a more sensitive measure of contextualised knowledge than decontextualized methods such as questionnaires.…”

“…Teachers watch video clips and identify or interpret teaching practice or children's responses, allowing assessment not just of what they know but of the knowledge they are able to access, activate and use in classroom situations (Kersting et al, 2012). This approach is underpinned by theory and empirical evidence showing that: 1) expert teachers are more skilled than non-experts in focusing on the features of an interaction which are salient for child learning, and that 2) this ability to perceive and interpret classroom situations (also termed "noticing" or "professional vision") supports effective decision-making and practice (Goodwin, 1994;Sherin and Van Es, 2009;Wiens et al, 2020). Teachers professional vision also provides a window onto their procedural knowledge because, in order to perceive strategies in a video, teachers must have cognitive scripts to represent those strategies (Jamil et al, 2015).…”

Teachers’ Perception of Their Work Environment: Evidence from the Primary and Secondary Schools of Bangladesh

“…ey must also be able to rely on their colleagues, their administration, and the school's organizational culture to help them succeed. However, the conditions of their job that were most important to them were not the ones that made their jobs easy, but the ones that supported their ability to do their jobs effectively [63]. While not all teachers' interests are always aligned with what is best for their students, a positive school environment has been shown to positively influence student learning.…”

Mathers (in press) Using video to assess preschool teachers’ pedagogical knowledge

“…To our knowledge, the only validated preschool measure is the Video Assessment of Interactions and Learning (VAIL). The VAIL, which assesses teachers' ability to identify effective (non-domain-specific) adult-child interactions, has been shown to predict observed quality of instructional and emotional support (Jamil et al, 2015;Wiens, LoCasale-Crouch, Cash & Romo-Escudero, 2020) and may play a mediating role in the improvement of quality (Hamre et al, 2012).…”