What Do You Notice? Measuring Teachers' Argumentation Professional Vision

• In Event: Trends and Topics in Science Education Research Methods

Abstract

Argumentation is a complex practice that takes a teacher’s laser focus, or professional vision, to assess the quality of student interactions. To support this, researchers developed a digital observation tool to mediate teacher professional vision of argumentation. In this paper, we share the development of a measure of professional vision that utilizes teachers' remote video annotation and a qualitative coding scheme to analyze what teachers notice and how they reason what they notice in the moments of student argumentation. We share the initial findings from field testing with a small pilot sample which show evidence of detecting differences in teachers’ professional vision. In the next stages, the measure continues to be refined using a larger data set.

Authors

• April Holton, Arizona State University

• J. Bryan Henderson, Arizona State University

• Eric Greenwald, University of California - Berkeley

• Megan Goss, Lawrence Hall of Science, University of California - Berkeley

• Christina Morales, University of California - Berkeley