Using Video Analysis to Support Science Teacher Candidates in Noticing

• In Event: Science Teacher Learning and Pedagogical Practices

Abstract

Video analysis can support the development of more effective teaching practice through refining one’s professional noticing, yet more information is needed about how to link equity and noticing in science teacher education. This qualitative case study analyzes the links between noticing and equity in teachers candidates’ video analyses from four universities. The teacher candidates’ written work showed evidence of noticing varied approaches to equitable science learning including the role of access and a concern for representation. Some teacher candidates linked these equitable approaches to the interactions they saw within the video whereas others discussed how their process of noticing linked to equity. The findings have implications for teacher educators and science education researchers related to equitable science teaching and learning.

Authors

• Anna M. Arias, Kennesaw State University

• Michelle Forsythe, Texas State University

• Heather J. Johnson, Vanderbilt University

• Jessica F. Riccio, Teachers College, Columbia University

• Lawrence T. Escalada, University of Northern Iowa

• Brett Criswell, West Chester University of Pennsylvania

• Joshua Alexander Ellis, Louisiana State University

• Emelia Pelliccio, Teachers College, Columbia University