Examining Science Teachers' Pedagogical Content Knowledge Using Online Video-Based Reflection

• In Event: Increasing Teachers’ Pedagogical Content Knowledge and Student Learning Through Professional Development

Abstract

Several studies have documented that effective professional development (PD) is contextualized, and provides opportunities for teachers to engage in reflection on classroom interactions and instructional moves (i.e., Borko, 2004; Garet et al, 2001). Video recordings of authentic classroom activities provide a promising opportunity for supporting teacher professional development (Sherin & van Es, 2009). This exploratory mixed methods study explores the value of Talkways—an individual online video-based reflection activity (VBRA) for classroom argumentation—through examining how the instrument elicits teachers’ situated pedagogical content knowledge (PCK). Findings indicate that Talkways elicits PCK of science discussions, as teachers connected understanding of student thinking to planned instructional strategies. The results suggest VBRA is a valuable tool to promote teacher learning through reflection on real life contexts.

Authors

• Mariko Cavey, University of California - San Diego

• Hayley Ryan Weddle, University of California - San Diego

• Pete Bjorklund, University of California - San Diego

• Sherice Clarke, University of California - San Diego