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The benefits of using video in teacher education as a tool for reflection and for developing professional expertise have long been recognized. Recent introduction of 360 video technology holds promise to extend these benefits as it allows prospective teachers to reflect on their own performance by considering the classroom from multiple perspectives. This study examined nine prospective secondary teachers’ (PSTs) noticing and self-reflection on the 360 recordings of their own teaching. The PSTs, enrolled in a capstone course Mathematical Reasoning and Proving for Secondary Teachers, taught a proof-oriented lesson to small groups of students in local schools while capturing their teaching with 360 video cameras. We analyzed the PSTs’ written comments on their video and reflection reports to identify the categories of noticing afforded by the 360 technology as well as the instances of PSTs’ learning. The results point to the powerful potential of 360 videos for supporting PSTs’ self-reflection and professional growth.
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Designing Flexible, Asynchronous Online Professional Development to Impact Teacher Learning and Practice
Incorporating video in the professional development (PD) environment offers great potential for teachers to unpack the relationships among pedagogical decisions and practices, students’ work, and the disciplinary content. With video, teachers have the opportunity to observe and study the complexity of classroom life, to reflect on their own instructional decisions, and to integrate multiple domains of knowledge to solve problems of practice. As video technology and online video sharing have become more accessible and widespread, video-based professional learning can leverage the benefits of digital platforms.
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- Award ID(s):
- 1720507
- PAR ID:
- 10321851
- Date Published:
- Journal Name:
- ICERI Intenational Conference on Educational Research and Innovation Conference Proceedings
- ISSN:
- 2443-1753
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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null (Ed.)The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in-service and preservice teachers while watching 360 video.more » « less
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Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.21125/iceri.2020.0311
