Planning, Teaching, Reflecting: Using a Digital Video Tool to Prepare Preservice Teachers for Purposeful Classroom Discourse

• In Event: 75.019 - Advancing the Knowledge Base to Improve Teaching: Generating a Design Framework for Video-Based Activity Systems

Abstract

Objectives and theoretical framework: Classroom communication is a crucial aspect of teaching and learning. Research shows that purposeful discourse is an effective tool for meaningful and significant learning (Kiemer et al., 2015; Resnick, Asterhan & Clarke, 2015). However, classroom discourse is often organized as a narrow IRF-pattern (initiation-response-feedback). Preservice teachers (PSTs), should be prepared for purposeful discourse by practicing “talk formats” and “talk moves” (Michaels & O´Connor, 2012; Walshaw & Anthony, 2008).
Research on the role of university-based mentoring during a teaching practicum rarely focus on purposeful discourse. To explore and reflect own teaching practice in classroom discourse structured and guided learning opportunities during a teaching practicum are needed. Lesson plans and video are powerful tools to reflect with peer and facilitators upon PSTs’ teaching (Authors, 2016b; Brouwer et al., 2017; Santagata & Angelici, 2010).

The present study explored the role of an online-based video- and peer-learning environment on PSTs lesson planning, teaching and reflection upon purposeful classroom discourse. The question is how the use of lesson plans and video support PSTs’ peer reflection upon productive classroom discourse.
The following research questions are addressed:
(1) How are aspects of purposeful classroom discourse (talk formats and talk moves) integrated in PSTs lesson plans?
(2) To what extent is purposeful classroom discourse addressed in PSTs exchange about teaching practices during the practicum and how do PSTs refer to the video or the lesson plan?

Method: The digital video- and peer-based learning environment was implemented during a five-month teaching practicum. In total N = 51 PSTs participated in the study. They used the digital learning environment to upload their lesson plan and a video-sequence from an own lesson (Authors, 2016b). The video tool offers the opportunity for all peer-group members to comment directly on the uploaded materials. To answer the research questions, lesson plans (N = 51) and peer communication (N = 151) were analyzed by two independent raters (ICC > .70).

Results: The findings show that the lesson plans and the peer exchange about purposeful classroom discourse address the use of talk moves and formats in various ways. The qualitative analysis of the lesson plans show that PSTs focused within their preparation directly on communicative aspect of teaching (55%). Particularly, talk moves (51.2% of all lesson plans) are addressed. The analysis of peer exchange shows that 83.5% of video-guided questions of the on-screen PST to the peer focused on purposeful classroom discourse. 61.7% of all peer comments directly refer to these questions. Regarding the talk moves peer provide feedback about the observed verbal performance of the PST in class.
At the moment, the 51 videos of PSTs are fully rated adapting a high-rubric coding scheme (Authors, 2017b) to analyze how moves and formats are adapted in PSTs teaching practices.

Scientific significance: Videos are valuable tools to plan and reflect on teaching. A structured and guided video-based learning environment, focusing on a relevant topic for teaching and teacher education, can support teaching competencies of PSTs (Blömeke, Gustafsson & Shavelson, 2015). Implications for future research and teacher preparation will be discussed.

Authors

• Susi Klass, Friedrich-Schiller-Universität Jena

• Alexander Groeschner, Friedrich-Schiller-Universität Jena