Noticing Productive Classroom Dialogue During a Teaching Practicum? Findings From a Digital Video Club

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Investing in Our Future: Mentoring for Teacher Preparation

Abstract

Field experiences are important learning opportunities in teacher education. Video offers an opportunity for noticing and reasoning upon teaching and serve as an anchor for preservice teachers’ peer reflection during a teaching practicum.
In the present study we designed a digital video club to provide video-based reflection and peer-feedback of N=38 preservice teachers during a five months teaching practicum. We explored changes of preservice teachers’ knowledge about productive classroom dialogue as a high-leverage practice and their noticing and reasoning during this field experience. Findings show that the digital video club contributes to preservice teachers’ noticing and reasoning. Changes in knowledge about classroom dialogue have not been found. The study provides a new approach for guiding preservice teachers’ first teaching experiences.

Authors

• Susi Klass, Friedrich-Schiller-Universität Jena

• Alexander Groeschner, Friedrich-Schiller-Universität Jena