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Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education.
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
(2022)
Video-based training offers teacher students approximations of practice for developing professional vision (PV; i.e., noticing and reasoning) of core teaching practices. While much video analysis research focuses on whole-classroom scenarios, for early PV training, it is unclear whether the focused instructional context of tutoring could be an appropriate and potentially supportive design element. The present study describes 42 biology teacher students’ performance on a tutoring video analysis task. With qualitative content analysis, we investigated how teacher students describe and interpret noticed tutoring events, with particular reference to research-informed PV indicators. With epistemic network analyses, we explored co-occurrences of PV indicators across teacher students’ six video analysis responses, contrasting low and high quality description and interpretation network models, respectively. We found that teacher students’ skills paralleled previous PV literature findings on novices (e.g., vague, general pedagogy descriptions). Yet, unexpectedly, some teacher students demonstrated aspects of higher sophistication (e.g., describing individual students, making multiple knowledge-based interpretations). Findings suggest tutoring is a powerful context for showing tutor-student interactions, making it suitable for initial teacher students’ PV training. Moreover, results offer hints about the range of teacher students’ PV mental models and highlight the need for more support in content-specific noticing and reasoning. Nevertheless, tutoring representations within PV video analysis training may offer teacher students support in student-centered attention and knowledge-oriented focus.
Mathematics teachers’ motivational and emotional orientations regarding digital tools in mathematics classrooms are key aspects influencing whether and how technology is used to teach mathematics—making the support of those characteristics one central goal for teacher education. In this article we investigated if and how a workshop-based in-service teacher training can foster teachers’ perceived value of digital media in mathematics education, their self-efficacy, and their anxiety towards teaching mathematics with digital tools. In an intervention study with N = 83 in-service teachers with varying teaching experience, we used cluster analysis based on their experience, value, self-efficacy, and anxiety before the intervention to determine three different teacher orientations regarding teaching mathematics with digital tools. Paired sample t-tests with pretest and posttest data revealed that for two of three clusters these beliefs, motivation, and emotions changed in a positive way during the intervention while for the third no change was found. Our study sheds light on the role of motivational and emotional orientations for the implementation of digital tools in mathematics education: it shows that these orientations can be utilized to cluster teachers on this topic and illustrates that these orientations can be successfully fostered—while individual differences may exist in the effect and success of interventions.