Search results

This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.

The inservice teacher literature review is focused on: (1) video analysis frameworks and scaffolds used to facilitate inservice teachers’ video reflection; (2) reflection and video discussions; and (3) the use of video for inservice teacher change and development.

From this review we learn that there is a dearth of video reflection research with inservice teachers on literacy pedagogy. Within the field of literacy, we know far less about how, when, and why to use video with inservice teachers than preservice teachers.

The review of literature does not incorporate inservice teacher video reflection in disciplines such as science and mathematics. Expanding this review to all disciplines would present a more comprehensive picture of video reflection with inservice teachers.

The chapter highlights the potential value of using video in inservice professional development and points to the specific needs for studies to identify the most effective uses of video specific to inservice professionals.

This chapter provides significant research-based information for designing and implementing future studies and professional development focused on video reflection with inservice teachers.

Our purpose in this chapter is to provide researchers and educators with a model of how the Gradual Release of Responsibility (GRR) can be used with inservice and preservice teachers for professional development when teachers engage in reflective processes through the use of video reflection.

In this chapter we provide a brief review of the literature related to video as a learning tool for reflection and a discussion of the Gradual Release of Responsibility and emphasize the role of a teacher educator or more knowledgeable other who scaffolds inservice and preservice teacher reflection across various contexts. Several versions of the GRR model are included. We introduce and explain examples from two class sessions where a combination of inservice and preservice teachers engaged in reflection through video with support from a teacher educator.

We demonstrate that the teacher educator followed the GRR model as she guided preservice and inservice teachers to reflect on video. Through a contrastive analysis of two different class sessions, we show how the instructor released responsibility to the students and how students began to take up this responsibility to reflect more deeply on their own teaching practices.

The examples within this chapter are from a graduate level teacher education course affiliated with a university literacy center. The course was comprised of both preservice and inservice teachers. The model is applicable in a variety of settings and for teachers who are novices as well as those who are experienced teachers.

This is a valuable model for teacher educators and others in professional development to use with teachers. Many teachers are familiar with the use of the GRR model in considering how to guide children’s literacy practices, and the GRR can easily be introduced to teachers to assist them in video reflection on their own teaching.

This chapter provides significant research-based examples of the GRR model and foregrounds the role of a teacher educator in video reflection. The chapter provides a unique framing for research and teaching related to video reflection. The chapter explicitly links the GRR to teacher reflection and video in contexts of professional development or teacher education.

High school student achievement in economics has been predominantly characterized by low test scores, while secondary social studies preservice teachers have less formal training in economics than most other social studies disciplines. In this self-study, the instructional affordances and constraints of an experimental economics methods course are analyzed in terms of developing secondary social studies preservice and inservice teachers’ pedagogical content knowledge (PCK) in economics from both the instructor and pre and inservice teachers’ perspectives. Two course assignments appeared to most notably develop PCK in economics, the Analysis of Economic Events and the Active-Learning, Interdisciplinary Economic Lesson. Findings suggest interrelationships exist among common content knowledge, specialized content knowledge, and horizon content knowledge for teaching economics. Implications and instructional suggestions for social studies teacher education and professional development are discussed.

The chapter discusses my response to the urgent need for a pedagogy that would effectively promote Israeli teachers’ meta-representational and particularly Visual Representational competencies in order to prepare new generations of school students to fully and successfully navigate the diverse, rich multimodal information that they encounter in the postmodern visual world. Currently, although VRs widely permeate school curricula, learners’ mass media sources for information gathering, and even matriculation testing, students’ meta-representational competence (MRC) are not intentionally developed to enable their dealing with visually transmitted information and their mindful manipulation of it for achieving their goals. VRs usages have been shown to be superficial, implicit, inadequate to utilize VRs’ potential for promoting knowledge acquisition and understanding, and even frequently erroneous. Following a short discussion of the constructs of Meta-Visual Representational Competencies and pedagogy, and potential institutional obstacles for introducing VRs, I propose core pedagogical guidelines for promoting such competencies in teachers, based on evidence collected continually over a decade of work with teachers at Haifa, Israel, while designing, developing, and refining this pedagogy in preservice teacher training and other programs at the University of Haifa and inservice frameworks. Each guideline is operationalized into tasks and activities designed for achieving its specific purpose, focusing on the application of these suggested guidelines in preservice teacher development program. The MRC-promoting pedagogy was designed and developed while keeping in mind the notion that a pedagogy should be flexible, adaptable to different instructional styles, goals, and contexts, and based on guidelines that are operationalized into detailed instructional plans for achieving specific goals, in accordance with teachers’ preferences.

It has been well documented that the successful use of technology in K-12 education improves student achievement. However, both K-12 schools and higher education institutions have not been able to systematically provide preservice and inservice teachers with adequate training and support. This chapter will examine the K-12 school–university partnership literature, and identify critical support elements that are necessary for successful change related to technology both in higher education and the K-12 classrooms. Additionally, we will introduce two characteristics from the NCATE Partnership Standards and how schools and universities can use them to guide relationships and how they approach the school technology reform process.

This paper reports on a three-year study that examined the effect of 9/11 on preservice teachers’ perspectives and dispositions toward global concerns and global perspective pedagogy. Participants responded to a “before” and “after” survey in which they indicated the level of their awareness of global concerns, perceptions of their importance, perceived impact on self, and dispositions toward global-perspective pedagogy. The study utilized both quantitative and qualitative data collection and analysis. The data revealed that 9/11 had a significant effect on preservice teachers that resulted in a shift in perspectives and dispositions toward critical global concerns and teaching about them. The findings highlight the critical importance of preparing preservice teachers to develop global perspectives, cultivate critical knowledge and perceptual understandings of global concerns, and nurture favorable dispositions toward global perspective pedagogy.

This article presents the social studies practices continuum, which is a tool that supports social studies teachers in implementing inquiry-based practices in their classrooms. It was designed by the authors based on similar instruments found in science education and informed by the College, Career, and Civic Life (C3) Framework for Social Studies Standards.

The article describes the instrument's creation and describes its use with preservice teachers in teacher preparation programs, inservice teachers during district-based professional development.

The continuum has been used as a reflective tool for teachers and curriculum developers, and as a tool for instructional coaches and administrators to improve teaching practices.

This article offers a new tool for teachers and supervisors to use in improving instruction.

Despite widespread enthusiasm for video technology in teacher education and a great deal of development and use of videos for this purpose, relatively little systematic research has been conducted on the feasibility and effectiveness of various types and uses of video for various teacher education purposes. Much of the research that is available on educational applications of video technology is focused on the use of video in K-12 teaching or in business and industrial training, rather than in teacher education. Furthermore, much of the research on video in teacher education has been limited to studies of relatively global perceptions of its value. These studies indicate that preservice instructors and students, as well as inservice professional development leaders and participating teachers, typically report positive responses to the video components of the program. Authors typically describe what was included in the video component and how it was used by participants. However, they rarely assess the relative effectiveness of different types or uses of video, let alone consider the trade-offs embedded in these alternatives if used to pursue contrasting educational purposes and goals.