Striking a Balance: Video Club Facilitation Practices to Support Preservice Teachers' Noticing for Equity

• In Event: Teacher Knowledge and Cognition

Abstract

Recent research has shown teacher noticing for equity can produce impactful consequences that support the transition to equitable instructional practices. Though many pre-service teachers aspire toward equitable teaching, pre-service teachers (PTs) tend to have difficulties when noticing student-centered instruction. This study investigates what facilitation practices support PTs notice for equity in an Equity Science Teaching Video Club (ESTVC). I use data from three ESTVC meetings with an experienced facilitator to characterize a balanced set of directive and responsive facilitation practices within the video club design designed to promote PT noticing. These findings have practical implications for providing facilitators with mechanisms to support PTs notice for equity and aid in constructing consequential agendas that disrupt educational injustice.

Author

• Virginia A. Alonso, The Ohio State University
  Presenting Author