The Effects of Teacher Video Case Reflection on Teacher Practice

• In Event: 25.062 - Reform and the Social Studies

Abstract

This project explores the coupling of video teacher noticing reflection with scaffolded lesson study in a two-year professional development project with two US Government teachers. The study explores whether using teaching noticing reflection increases the intellectual rigor of a collaboratively designed research lesson. In this paper the authors report the findings from year one of the project. We found that initial teacher noticing focused on classroom management and teacher-student rapport. After the first year, the teachers maintained an emphasis on classroom climate and participation, but with a wider purpose on increasing student thinking.

Authors

• Jada Kohlmeier, Auburn University

• John W. Saye, Auburn University