Framing Quality: Annotated Video-Based Portfolios of Classroom Practice by Pre-Service Teachers

Autor/inn/en	Joseph, Gail E.; Brennan, Carolyn
Titel	Framing Quality: Annotated Video-Based Portfolios of Classroom Practice by Pre-Service Teachers
Quelle	In: Early Childhood Education Journal, 41 (2013) 6, S.423-430 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-013-0576-7
Schlagwörter	Preservice Teachers; Peer Teaching; Teamwork; Video Technology; Portfolios (Background Materials); Teacher Student Relationship; Interaction; Early Childhood Education; Family Life Education; Teaching Methods; Instructional Effectiveness; Coaching (Performance); Evaluation Methods + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Family education; Education within the family; Familienerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	In this paper we describe the use of peer learning teams creating annotated video-based portfolios to improve the quality of teacher-child interactions of undergraduate majors in early childhood and family studies. We used the intentional teaching framework (Hamre et al. in "Handbook of Early Education." Guilford Publications, New York, 2012a) to create a course that moved students through the process of "knowing," "seeing," "doing," and "reflecting & improving." Forty-four undergraduate early childhood students formed eleven peer learning teams of four. We started the course by teaching the teacher-child interaction skills that are considered to be high-quality and linked to positive child outcomes (knowing). After learning to reliably identify (seeing) high quality instruction using the Classroom Assessment Scoring System, the students created video portfolios featuring their own adult-child interactions (doing). These portfolios, featuring short salient examples of six different dimensions of quality instruction, were posted to a website and shared with their peer learning team. Each team member then commented on the extent to which she or he believed the students' example was high quality. The portfolios and the peer coaching learning team (PCLT) process have improved our ability to document change in interactions as well as the students' abilities to see their own growth (reflecting & improving). Further, it allows us to tighten the connection between course content and practical application as well as providing us with an alternative to on-site supervision of practicum students, which can be challenging due to budget constraints. Finally, we hope that sharing this activity will encourage others to integrate video-based technology into their coursework as a means to demonstrate positive change in students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10