Capturing and assessing evidence of student teacher inquiry: A case study

Incorporating a Video-Editing Activity in a Reflective Teaching Course for Preservice Teachers

“…The participants, treatment and control, were interns in a certification program that involved extended classroom teaching. Rich and Hannafin (2008) used a video analysis tool to help preservice teachers' focus their reflective analyses on aspects of teaching by having them code and reorganize segments of self-video. The use of video analysis tools and techniques essentially creates instructional activities by repurposing video-based qualitative research methods that typically involve time-code marking of source video, attaching text comments in database fields associated with marked video clips, grouping video clips by coded data fields, and then viewing and analyzing the grouped classroom incidents.…”

Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence

“…As reflections induced by watching video recordings of one's own professional practice have been shown to be beneficial in the context of acquiring professional competences in teacher education programs worldwide (Bryan & Recesso, 2006;Rich, Recesso, Allexsaht-Snider, & Hannafin, 2007), even the analysis of the videotaped simulated counseling talks might support prospective teachers in developing their professional counseling competences. Here, the focus of the self-reflections should be on the identification of potential differences between participants' beliefs regarding good counseling and their actual practices (Bryan & Recesso, 2006;Rich & Hannafin, 2008) as well as the recognition of individual strengths and weaknesses of their counseling behaviors (Rich et al, 2007;Wu & Kao, 2008). This might lead to the setting of specific individual learning goals, a heightened motivation to improve one's own counseling competence, and an increased personal responsibility for one's own learning processes (Andrade & Valtcheva, 2009).…”

Teacher Inquiry into Student Learning: - The TISL Heart Model and Method for use in Teachers’ Professional Development

“…Research traditions such as action research, teacher research, classroom research, practitioner inquiry and teacher inquiry, which emerged in the 1970s and 1980s, were not the first instances of an insider focus. Dewey, as early as in 1933, was expounding on the benefits of teachers' reflective practice (Lytle & CochranSmith, 1994;Cochran-Smith & Lytle, 1999;Ritchie, 2006;Dana & YendolHoppey, 2009;Rich & Hannafin, 2008;Rust, 2009). While having different roots, each of these research traditions 'highlight the role classroom teachers play as knowledge generators' (Dana & Yendol-Hoppey, 2009, p. 3).…”

“…For example, Daly et al (2009) in their study of teacher CPD (continuing professional development) with ICT (information and communication technology), argue from a technology perspective and suggest '...teachers need to use social software such as blogging and podcasting to support inquiry into their practice and ... need to learn how to work with Web 2.0 and integrate technologies into their everyday lives' (p. 37). In their extensive overview, Clark et al (2011) identified a number of tools in use to support teacher inquiry, including data capture and analysis tools (Dawson, 2007), discussion forums, video tools, chat, teacher e-portfolios (Barab, MaKinster & Scheckler, 2003), learner portfolios (Penman, 2010), video analysis tools (Rich & Hannafin, 2008), Web 2.0 tools such as Flickr, blogs and Skype (Smith, Underwood, Walker, Fitzpatrick, Luckin, Benford, Good & Rowland, 2007), and data visualisation tools (Lee & Bull, 2008). The growing use of technology in teacher practice opens for a shift from researcher-centred studies to teacher-centred approaches to inquiry, and it requires inquiry meth-This article is downloaded from www.idunn.no.…”