Incorporating Space and Movement Into Teachers' Video-Based Reflective Practice: An Interaction Geography Perspective (Poster 6)

• In Event: Expanding Coaching and Representations to Support Teacher Sense-Making Toward Disrupting Inequitable Mathematics Teaching Practices

Abstract

Purpose
We present a case study of a teacher’s video-based reflective practice using interaction geography. Interaction geography is a method for transcribing and visualizing movement and interaction from video data (Authors, 2017; 2021). We illustrate how a visualization tool called the interaction geography slicer (IGS) expanded traditional forms of video-based reflection to incorporate space and movement into a teacher’s sensemaking about classroom phenomena, including equitable participation and patterns of inclusion and exclusion.

Theoretical Perspectives
This case study builds on work to support teachers’ reflective professional practice through video-based reflection (e.g., Borko et al., 2008; Calandra & Rich, 2014; van Es & Sherin, 2002). Specifically, we extend this research to consider how space and movement can be incorporated into teachers’ reflection. We draw from learning scientists who foreground the role of movement in the design and analysis of equitable learning activities (DeLiema et al., 2019, Marin et al., 2021, Taylor, 2017; Vossoughi & Gutiérrez, 2014). Specifically, we explore how this growing body of work can inform the design of tools to support teachers’ video-based reflective practice.

Data & Methods
Data for this case study come from a larger design-based research project in a large urban school district. As part of this project, we expand a video-based formative feedback (VFF) protocol (Author & colleague, 2022) to use interaction geography as a supplemental support for teachers’ video-based reflective practice.

Figure 6 shows a screenshot from the IGS and provides an overview of the kinds of interactive visualizations of talk and movement that teachers can use to reflect on their practice. In this case study, we use interaction analysis (Jordan & Henderson, 1995) to examine detailed audio and video records of a secondary math teacher — Veronica — using the IGS to reflect on her movement, conversation, and pedagogy.

Results
Three primary findings emerged from our analysis. First, Veronica was able to quickly read and use dynamic IGS visualizations. She described them as exciting and engaging ways to reflect on her movement and use of space in her teaching. These were aspects of her instruction that she considered critically important, but also challenging to reflect on.

Second, the IGS allowed Veronica to interpret her interactions with students in highly personal ways, bringing in rich relational histories that likely would not have been elicited by the video alone. With the IGS, Veronica framed her movement as a pathway through the classroom; this illuminated moments of lingering and stillness near particular students. We found the IGS provided ways for Veronica to remember and reflect on emotional experiences that arose during the focal lesson, as well as prior lessons.

Significance
Most methods used to support teachers’ video-based reflective practice are static and overlook the importance of space and movement within the classroom. Our work explores new and more dynamic methods for incorporating space and movement into teachers’ video-based reflective practice. We highlight the value of interaction geography as an important representation for teachers’ sensemaking and argue for the critical role that dynamic and interactive visualizations can play in supporting teachers’ reflective practice.

Authors

• Sierra Gilliam, Georgia State University
  Presenting Author

• Ben Rydal Shapiro, Georgia State University
  Non-Presenting Author

• Lara Jasien, CPM Educational Program
  Non-Presenting Author

• Alyssa Williams, University of Denver
  Non-Presenting Author

• Brette Garner, University of Denver
  Non-Presenting Author