Video as Instructional Tool: Facilitation Moves to Support Teacher Candidates' Ability to Notice and Reason

• In Event: Expanding Virtual Preservice Teacher Learning Through Simulated Practice, Virtual Placements, and Video Analysis

Abstract

Researchers and policymakers argue for teacher education grounded in practice, and usage of video is stressed as a powerful instructional tool. This article investigates what characterizes one teacher educator’s facilitation moves, and is particularly interested in the relationship between facilitation moves and teacher candidates’ reasoning regarding classroom video. Findings indicate that higher-level reasoning succeeds a specific – rather than vague – launch of assignment connected to the video observations, and the subsequent whole-class discussions normally include a sequence of various facilitator moves. The authors conclude that the teacher educator is vital, and that therefore a pedagogy of teacher education related to the usage of video is needed to fulfil its potential.

Authors

• Inga Staal Jenset, University of Oslo

• Gøril Brataas, University of Oslo