Designing, Facilitating, and Studying Video Analysis in Teacher Education Using the Framework for Analyzing Video in Science Teacher Education

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Abstract

Video analysis, a highly-regarded strategy for supporting preservice teacher learning has become ubiquitous in the wake of COVID-19, yet questions remain about how to most effectively support and research this approach. To outline the multiple dimensions involved in designing, facilitating, and studying the use of video analysis in teacher education, we developed The Framework for Analyzing Video in Science Teacher Education (FAVSTE) by synthesizing extant literature and refining it based on evidence of use in our teaching and research and feedback from others. This paper provides a detailed description of the elements of the FAVSTE and exemplifies the use of FAVSTE across varied contexts of practice and research in science teacher education, closing with implications for teacher educators and researchers.

Authors

• Anna Maria Arias, Kennesaw State University

• Brett Allen Criswell, University of Kentucky

• Joshua Alexander Ellis, Florida International University

• Lawrence T. Escalada, University of Northern Iowa

• Michelle Forsythe, Texas State University

• Heather Jo Johnson, Vanderbilt University

• Jessica F. Riccio, Teachers College, Columbia University