Video Analysis for Pedagogical Sense-Making Among Teacher Learners Across Disciplines

Session Type: Symposium

Abstract

This symposium’s objective is to discuss how teacher educators leverage video-based pedagogies to support teacher learning related to pedagogical moves, the teacher’s role, and student contributions. Consistent with efforts to encourage teacher learners to attend and respond to student learning, each paper highlights how teacher learners’ sense-making about effective instruction changes over video analysis projects. Presenters explicate how teacher learners benefit from video analyses and discuss the opportunities and challenges in facilitating this work (van Es et al., 2014). Bringing together researchers who work with in-service and pre-service teacher learners across elementary science, elementary and secondary literacy, and secondary social studies sheds light on commonalities and discipline-unique aspects of facilitating video analysis to help teacher learners prioritize student thinking.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 1: Teaching and Teacher Education in the Content Areas

Chair

• Shannon Mary Daniel, Vanderbilt University - Peabody College

Papers

• Digging In: Leveraging Expert Accomplished Teaching, Learning, and Schools Videos to Reveal Teacher Learners' Need to Learn - Heather Jo Johnson, Vanderbilt University; Amy B. Palmeri, Vanderbilt University

• "What Did Students Actually Say and Do?" Cultivating Responsiveness to Multilingual Students Through Video Analysis - Shannon Mary Daniel, Vanderbilt University - Peabody College

• Illuminating Academic Language Through Discussions of Videotaped English Language Arts Lessons - Melanie Hundley, Vanderbilt University

• Designing Democratic Tasks to Engage Student Thinking - Andrew L. Hostetler, Vanderbilt University

Discussant

• Elizabeth A. van Es, University of California - Irvine