Calandra Brendan - Digital Video for Teacher Education: Research and Practice: Research and Practice

Digital video use is becoming prevalent in teacher education as a tool to help improve teaching and learning and for assessing effective teaching. Timely and comprehensive, this volume brings together top scholars from multiple disciplines to provide sound theoretical frameworks, research-based support, and clear practical advice on a variety of unique approaches to using digital video in teacher education programs.

deals with the use of video for teacher learning.

focuses on the role played by those other than teachers in the effective use of digital video in teacher education programs.

addresses how to administer video for teacher education.

Exploring the complexities of effectively and appropriately integrating digital video into teacher development at various stages, this book is a must-have resource for scholars and professionals in the field.

Brendan Calandra is Associate Professor of Learning Technologies, Georgia State University, USA.

Peter J. Rich is Associate Professor, Department of Instructional Psychology & Technology, Brigham Young University, USA.

Research and Practice

Edited by Brendan Calandra, Georgia State University

Peter Rich, Brigham Young University

First published 2015
by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business

2015 Taylor & Francis

The right of Brendan Calandra & Peter Rich to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

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Library of Congress Cataloging in Publication Data
Digital video for teacher education: research and practice / edited by
Brendan Calandra, Georgia State University, Peter J. Rich,
Brigham Young University.
pages cm
Includes bibliographical references and index.
1. Video tapes in education. 2. TeachersTraining of.
I. Calandra, Brendan. II. Rich, Peter J.
LB1044.75.D54 2014
371.33'5dc23 2014004895

ISBN: 978-0-415-70625-4 (hbk)
ISBN: 978-0-415-70626-1 (pbk)
ISBN: 978-1-315-87171-4 (ebk)

Typeset in 10/12 Bembo
by codeMantra

Part I
Teacher Learning with Digital Video

Miriam Gamoran Sherin & Rosemary S. Russ

Scott McDonald & Michael M. Rook

Brendan Calandra

Niels Brouwer & Fokelien Robijns

Part II
Facilitating Teacher Learning with Digital Video

Peter Rich

Hilda Borko, Rajeev Virmani, Edit Khachatryan, & Charmaine Mangram

Elizabeth van Es, Jessica Tunney, Nanette Seago, & Lynn T. Goldsmith

Cheryl Rosaen

Part III
Administering Digital Video for Teacher Education

Meilan Zhang, Matthew Koehler, & Mary Lundeberg

Michael Hannafin, Arthur Recesso, Drew Polly, & Jon Won Jung

Keven Prusak

Peter J. Fadde & Ting Zhou

As shown in part by the significant body of research and practice articulately represented in this collection, digital video use is becoming prevalent in teacher education. Not only is there a widespread interest in the potential for digital video as a tool to help improve teaching and learning, but now government-run agencies are increasingly paying attention to the use of digital video for improving but also for proving effective teaching. This indicates that now, more than ever, careful attention needs to be paid to how and why we use digital video for these purposes. As a response, Digital Video for Teacher Education: Research and Practice is a timely and comprehensive collection that provides insight into the work of top scholars in the area while offering evidence-based (from years of research), theoretical (from a range of relevant subject areas), and practical advice (e.g., tools, processes, administrative, and technical aspects) to those who are involved with using digital video for teacher education.

The book is organized into three broad, thematic sections.

deals with the use of video for teacher learning. Chapters in this section deal with topics such as the interpretive frameworks teachers use to make meaning from video footage of classroom interactions; what teachers attend to or notice when they are watching video; how teachers can use video-based reflection to help make mental connections between their prior knowledge on teaching, what they learn in teacher education programs, and what they experience when they practice teaching; how teachers can use video to make evidence-based arguments of their understandings about teaching; and how to effectively guide teachers video-based learning experiences.

in this section present relevant professional development models, frameworks for facilitating productive discussions, and suggestions for how these discussions can be used to form a knowledge base surrounding effective teaching.

addresses how to administer video for teacher education. Chapters in this section cover topics such as the affordances and limitations of using different types of video in teachers professional development programs, such as video of best practice, video of self-teaching, video of others teaching, video used for self-improvement, and video used for high stakes assessment. These chapters also cover technical considerations when capturing video for teacher education; a selection of video analysis tools appropriate for teacher education; and issues related to the capture, use, and distribution of video evidence to support and assess teacher development across different contexts.

While the chapters in this book are organized under a particular section heading, there is some amount of overlap. This is because, through their combined decades of experience in this area, all of the authors have learned from their own work but also from one another. That being said, each chapter herein provides a unique context and has distinctive advice to offer the reader. As editors, our aim has been to help provide research-based arguments for, and clear descriptions of a variety of unique approaches to using digital video in teacher education programs from multiple disciplines in a way that will allow it to serve scholars and professionals involved in teacher education.

Brendan Calandra

Peter J. Rich

The Role of Interpretive Frames

Miriam Gamoran Sherin & Rosemary S. Russ

NORTHWESTERN UNIVERSITY AND UNIVERSITY OF WISCONSIN, MADISON

Over the past decade, educational researchers have increasingly explored the construct of teacher noticing by documenting its role in teaching expertise. Teachers are faced with a blooming, buzzing confusion of sensory data (Sherin & Star, 2011, p. 69), too much for any one person to process at once. Therefore, teachers must select, either tacitly or explicitly, some elements from the environment to attend to while leaving other elements aside (Miller, 2011). Research indicates that noticing is consequential for teaching; when teachers pay close attention to the details of their students thinking, there are increased opportunities for student learning (Russ & Sherin, 2013).