Investigating the Impact of the Availability of Scaffolds on Preservice Teacher Noticing and Learning from Video

Abstract

The study investigated how the availability of different types of scaffolds impacted what preservice teachers were able to learn and notice from video. The sample (n = 41) was drawn from three randomly distributed sections of a science methods course. Data were collected through interviews, observations, and pre/post-treatment lesson plan artifacts. Results indicated that the impact of the availability of scaffolds is dependent on their alignment with the stated learning objectives of the video they are designed to support. Scaffolds such as onscreen text and teacher commentary can be used effectively to draw attention to specific content and prompt preservice teachers to notice pre-identified classroom interactions. Recommendations for the creation and use of video-based materials with teachers are presented.

Video viewing in teacher education and professional development: A literature review

“…These comments help PTs and ITs to access implicit elements that are hard to discern, such as the teacher's preoccupations, intentions or emotions (Zhang et al, 2011), and avoid misinterpretations (Koc et al, 2009). Often brought up again during post-practice interviews (Leblanc & Ria, 2014), these comments can be provided on paper or directly integrated into the video as hyperlinks to texts or audio (Brunvand & Fishman, 2006). Some authors even suggest having the videoed teacher participate in the viewing session in order to comment on his or her own classroom practice (Marsh et al, 2009).…”

“…This is usually the facilitator, who may be a researcher (Zhang et al, 2011) or a university supervisor (Yadav, 2008), in which case the PTs and ITs benefit most (Sherin & Han, 2004). The selection can also be made in the context of a "triangulation" of perspectives involving the researcher, the supervisor and the video case teacher (Brunvand & Fishman, 2006). Recent studies generally based on the "generative theory of multimedia learning" (Mayer, 1997;Wittrock, 1974) have also emphasized the positive impact of involving PTs and ITs in the selection of videos.…”

A Multimedia Tool to Deliver Professional Development of Vocabulary Instruction

“…Point out important aspects of practice that the viewer should attend to with onscreen text or title overlay of relevant key information (Brunvand & Fishman, 2006).…”

Instructional Scaffolding to Improve Students’ Skills in Evaluating Clinical Literature

“…Instructional scaffolds that develop metacognition improve science learning and science reading comprehension. 28,29 Student and instructor materials used in the activity are listed in Table 1. Each step of the activity and its associated educational outcomes is described:…”