Elizabeth van Es

Recent policy reports and standards documents advocate for science teachers to adopt more student-centered instructional practices. Four secondary science teachers from one school district participated in a semester-long video club focused on honing attention to students’ evidence-based reasoning and creating opportunities to make students’ reasoning visible in practice. Although all participants expressed value in attending to students’ ideas and shifting autonomy to students in the classroom, they experienced varying levels and types of integration in their practice. Analysis revealed that teachers’ goals and commitments influenced the incremental ways in which participants integrated learning from the video club. Sustained and substantial changes to practice likely require support through multiple cycles of shifting visions of what is possible, coupled with collaborative attempts to work through challenges of implementation.

Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators’ pedagogical decision making, particularly in the context of preservice teacher education. This article aims to make a conceptual argument about productive ways of using video in preservice education contexts. Drawing on situative and sociocultural perspectives, we theorize how and under what conditions video can be used productively. We discuss existing frameworks and tools that guide the design of video-embedded learning environments. We then present an integrated framework, the principled use of video (PUV) to specify principles, processes, and key considerations for creating a system of video-embedded activities. The merits and potential pitfalls of the PUV framework are discussed using an illustrative case. We argue that productive use of video that facilitates the desired learning of preservice teachers involves attention to both the learning ecology an...

ABSTRACT Learning to systematically analyze the relationship between teaching and student learning is an important but difficult skill to engender in teachers. In this study, we examine how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course drew on this tool to analyze their own practice after the conclusion of the course. We conceptualize the framework as a conceptual tool that scaffolds pre-service teachers to learn to attend to particular dimensions of teaching and learning and to analyze how their teaching influences student learning. Using the Portfolio Assessment for California Teachers-Teaching Event of 14 English language arts pre-service teachers, we conducted a qualitative analysis to examine the extent to which they applied this framework to analyze their own practice after the conclusion of the course, as well as different strategies they adopted as they analyzed their teaching practice. Findings suggest that pre-service teachers made progress in using the framework to study their teaching, but development of sub-skills for all four facets are needed to develop more productive analyses of teaching and student learning. This study has important implications for the design of teacher education that intends to support pre-service teachers in developing tools for learning to learn from their teaching practice.

ABSTRACT In the context of current mathematics and science education reform, teachers are challenged to develop a vision of ambitious instruction (0185 and 0285). This exploratory study examined the discourse of student teacher supervision, focusing on how the conversational frames of supervisors and student teachers influenced the way that student teacher practice was discussed. Analysis of four transcripts of post-observation meetings revealed three conversational frame types that influenced the effectiveness of the interactions: Educative, Supportive, and Evaluative. Analysis of talk-in-interaction provided a lens to examine the ways that supervisor–student teacher interactions can create productive learning opportunities while also illuminating the challenges in doing this work. Findings also suggest that the interaction of frame type influenced the outcome of the conversation, indicating that supervisors and student teachers may be able to negotiate frame alignment, leading to an educative experience.