Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

“…This apparent deficit in most teachers' basic SRL teaching pedagogical awareness is striking in comparison to prior research findings on teachers' skills for noticing the explicit manifestations of authentic instruction in other pedagogical domains such as classroom management and students' thinking (König and Kramer, 2016 ; Meschede et al, 2017 ). The rare prior empirical research on noticing skills specifically directed toward explicit SRL teaching behaviors (Michalsky, 2020a , b ) has likewise indicated a difficulty in SRL noticing skills, but these studies could not allow a developmental perspective across the career because they only examined preservice teachers.…”

“…In the SRL context, researchers have asserted that teachers' development of skills for noticing SRL will lead to real-time teaching of SRL processes (Michalsky, 2014(Michalsky, , 2020aKramarski and Kohen, 2017). Well-developed noticing skills can direct teachers' attention to relevant SRL-promoting affordances that are embedded in specific teaching contexts.…”

“…Moreover, the self-management of one's learning or one's self-regulated learning (SRL) is a central feature of most contemporary theories of learning and instruction in the educational system. Findings from research based on SRL theories have provided evidence that the explicit teaching of SRL strategies to students—such as planning, monitoring, and evaluating their own task performance—can have a significant positive impact on their academic achievements (e.g., Mirhosseini et al, 2018 ; Xiao et al, 2019 ; Michalsky, 2020a ).…”

“…To promote teachers' noticing of SRL in observed classrooms, Michalsky ( 2020a , b ) recently reported on two interventions' outcomes, but only for preservice teachers. In one study, prompts that merely hinted to preservice teachers “what” strategy they should notice in a videotaped classroom SRL teaching event (planning, monitoring, or evaluation) were found to be more effective than direct prompts pinpointing the time stamp for “when” to notice an SRL teaching event without specifying which strategy (Michalsky, 2020a ).…”

“…To promote teachers' noticing of SRL in observed classrooms, Michalsky ( 2020a , b ) recently reported on two interventions' outcomes, but only for preservice teachers. In one study, prompts that merely hinted to preservice teachers “what” strategy they should notice in a videotaped classroom SRL teaching event (planning, monitoring, or evaluation) were found to be more effective than direct prompts pinpointing the time stamp for “when” to notice an SRL teaching event without specifying which strategy (Michalsky, 2020a ). In the other study, the promotion of dual learning from both teacher and student perspectives in authentic videotaped classrooms was more effective for developing preservice teachers' noticing of SRL teaching events (on planning, monitoring, or evaluation strategies) than learning from only one perspective (Michalsky, 2020b ).…”