Developing Preservice Science Teachers in Video-Centered Communities of Practice

• In Event: Developing Preservice Teachers’ Technological Pedagogical Content Knowledge With Digital Technologies and Communities of Practice

Abstract

Video Centered Communities of Practice (VCCOP) help preservice science teachers develop as reflective practitioners. Through VCCOP preservice teachers work in collaborative groups to create, teach, and reflect upon inquiry-based lessons. This paper demonstrates how the VCCOP model leads preservice science teachers to significantly increase levels of reflective capacity in comparison to traditional teacher preparation models. Analysis of written reflections of preservice teachers following the VCCOP model revealed significantly higher proportions of analysis of practice and plans for improvement over those following a traditional model. Excerpts from transcriptions and video clips demonstrate the development of reflective capacity.

Authors

• Kim Lebak, Stockton University

• Ron Tinsley, Richard Stockton College of New Jersey