Developing a Critical Discourse about Teaching and Learning: The Case of a Secondary Science Video Club

Autor/inn/en	Barnhart, Tara; van Es, Elizabeth A.
Titel	Developing a Critical Discourse about Teaching and Learning: The Case of a Secondary Science Video Club
Quelle	In: Journal of Science Teacher Education, 31 (2020) 5, S.491-514 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnhart, Tara) ORCID (van Es, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1725724
Schlagwörter	Clubs; Science Instruction; Video Technology; Science Teachers; Secondary School Teachers; Discourse Analysis; Thinking Skills; Teaching Methods; Teacher Collaboration; Evidence Based Practice; Faculty Development; Models; Metacognition + Suchen Sie Ihr Suchwort? Club; Klub; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Analogiemodell; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Video is used widely to support teachers' learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others' efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learning. These findings contribute to research on video clubs as a professional development model to support teacher learning, as well as make visible how teachers shifted to develop a more critical lens for discussing teaching and learning. This study has implications for designing professional learning that will result in sustained, generative development in the context of instructional reform. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01