Preservice Teachers’ (Re)Articulation of Students’ Contributions in Video Clubs: Boophis Recognized the Boom

• In Event: Expanding Participatory Video Analysis for Ecological and Ethical Validity

Abstract

Objectives.
We describe a Video Club (VC) session between undergraduate science methods teacher candidates (TC) and an experienced VC facilitator. Within the context of VCs with TC, analysis of interactions of videos of TCs’ teaching provided a context for rearticulation of learners’ contributions from silly to central.

Theoretical framework.
Louie et al. (2021) provide a framework for understanding the importance of frames in attending, interpreting, and responding to student thinking. Frames are shaped by ideologies which in turn are co-constructed during sensemaking (Philip et al., 2018; Philip, 2011; Authors, accepted). We examine rearticulation of particular moments of learning to emphasize the value of VCs as a context for preservice teachers’ opportunities for ideological sensemaking.

Data and methods.
Data come from the [NAME] study. Boophis, Scout, and Jamie were were TCS in a undergraduate elementary methods course. We captured video via Zoom for the VC of Boophis sharing a clip from her mini-lesson on sound waves. We present summarize interaction analysis (Jordan & Henderson, 1995).

Results.
We focus on responses to Author4’s prompt asking TCs to consider alternatives to a guitar (with which she notes not all young children may have experience). As Boophis responded, she named Elisa’s boom as a tangible in-room example (Figure 1). Boophis rearticulated the boom from “silly” to “making a really good demonstration right now of a lot of things that we’ve been talking about.” This turn illustrated Boophis’ evolving sensemaking around student contributions.
Later, Jamie affirmed of Boophis’ idea that the boom from Elisa’s contribution “would have been really helpful to have that like shared experience.” Author4 further affirmed the contribution noting it’s helpful “for students to know that whatever they throw at you you’re gonna be like ‘Ok, tell me more’ .hhh. Ah, like ‘How are you connecting this?’” She noted that in so doing, “you’re both validating uhm, and asking them to make connections that might be challenging for them sometimes.”
Author4 then made a comment that recognized Boophis’ rearticulation explicitly, the work in moving a contribution from a characterization of silly to central. Author4 said, “and you can recognize like you did you did in this moment, recognize resources that you might not see if you’re pushing away silly stuff” and also naming “That can be- that can be re- really challenging.” In naming the work of rearticulation within VCs, Author4 affirmed the challenge of in-the-moment teaching and the value of VCs as a place to safely rearticulate what was pushed away as silly in-the-moment.

Significance.
By emphasizing the challenge of moving from “silly” to recognizing the boom, Author4 affirmed Boophis’ work in VC to rearticulate Elisa’s contribution as central to equitable science teaching. Author4 in effect named Boophis’ work in the VC as a form of rearticulating learners’ contributions towards anti-deficit pedagogies all while acknowledging the challenging nature of that work. Through this work, we see VCs with pre-service teachers as valuable contexts for ideological sensemaking towards anti-deficit science teaching and learning (Authors, accepted; Louie et al., 2021).

Authors

• D. Teo Keifert, University of North Texas

• Heather J. Johnson, Vanderbilt University

• Andria Gentry, University of North Texas

• Ashlyn Pierson, The Ohio State University

• Skye O'Beollain

• Bethany Daniel, Vanderbilt University

• Andrea W. Henrie, Vanderbilt University

• Sophia Jeong, The Ohio State University

• Sarah Jaewon Lee, University of Washington