Student Teacher Development: A Case for Video-Based Observation Cycles

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Advancing Teacher Education: Integrating Video Reflection and Collaborative Discourse to Enhance Instructional Practices (Table 11)

Abstract

With the rise of technology in teacher education programs, teacher educators increasingly design video-mediated learning opportunities for student teachers to analyze instructional practices. The study presented here investigates the impact of sequential video-based formal observation cycles on student teacher learning during semester-long placements. Four cohorts of student teachers were studied for how what they identified in their lessons changed by analyzing their first and final formal observation evaluations. The findings reveal that what student teachers identified in their teaching grew in complexity over time, and they developed a deeper understanding of complex instructional strategies with a focus on student interest and choice, multi-modal presentations, and peer sense-making opportunities. Implications for effective video-mediated formal observation processes are discussed.

Author

• Jenny H. Gawronski, Rocky Mountain College of Art + Design