Facilitating Online Early Childhood Preservice Video-Mediated Learning Communities to Improve Teacher Noticing

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Visions for Mobilizing Video in Preservice Teacher Education

Abstract

A randomized control experiment was embedded within a mixed methods research design to understand whether facilitated video-based learning communities within an online early childhood teacher preservice course were more effective than traditional learning groups. 55 students were randomly assigned to intervention or control sections. Pretest and posttest video analysis were collected, scored using a Teacher Noticing Coding Measure, and analyzed through two-factor split-plot ANOVA; survey data were calculated and coded. The intervention improved on all three components of the measure while the control improved in only two and declined in the third, ‘proposing alternative practices’ scores, resulting in a statistically significant within-between subjects interaction effect between time and course section. Findings inform online video-mediated coursework design and Teacher Noticing measurement.

Authors

• Miriam Packard, University of Washington - Seattle

• Gail E. Joseph, University of Washington