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This article was downloaded by: [Washington State University Libraries ] On: 11 November 2014, At: 18:51 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK The Teacher Educator Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/utte20 Videotaped teaching segments and the preservice teacher: Developing reflective practice Jill C. Miels a a Elementary Education , Ball State University Published online: 20 Jan 2010. To cite this article: Jill C. Miels (1999) Videotaped teaching segments and the preservice teacher: Developing reflective practice, The Teacher Educator, 34:3, 181-188, DOI: 10.1080/08878739909555198 To link to this article: http://dx.doi.org/10.1080/08878739909555198 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution,

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Page 1: Videotaped teaching segments and the preservice teacher: Developing reflective practice

This article was downloaded by: [Washington State University Libraries ]On: 11 November 2014, At: 18:51Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T3JH, UK

The Teacher EducatorPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/utte20

Videotaped teaching segmentsand the preservice teacher:Developing reflective practiceJill C. Miels aa Elementary Education , Ball State UniversityPublished online: 20 Jan 2010.

To cite this article: Jill C. Miels (1999) Videotaped teaching segments and thepreservice teacher: Developing reflective practice, The Teacher Educator, 34:3,181-188, DOI: 10.1080/08878739909555198

To link to this article: http://dx.doi.org/10.1080/08878739909555198

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of allthe information (the “Content”) contained in the publications on ourplatform. However, Taylor & Francis, our agents, and our licensorsmake no representations or warranties whatsoever as to the accuracy,completeness, or suitability for any purpose of the Content. Any opinionsand views expressed in this publication are the opinions and views ofthe authors, and are not the views of or endorsed by Taylor & Francis.The accuracy of the Content should not be relied upon and should beindependently verified with primary sources of information. Taylor andFrancis shall not be liable for any losses, actions, claims, proceedings,demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, inrelation to or arising out of the use of the Content.

This article may be used for research, teaching, and private studypurposes. Any substantial or systematic reproduction, redistribution,

Page 2: Videotaped teaching segments and the preservice teacher: Developing reflective practice

reselling, loan, sub-licensing, systematic supply, or distribution in any formto anyone is expressly forbidden. Terms & Conditions of access and usecan be found at http://www.tandfonline.com/page/terms-and-conditions

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Page 3: Videotaped teaching segments and the preservice teacher: Developing reflective practice

VIDEOTAPED TEACHING SEGMENTSAND THE PRESERVICE TEACHER:

DEVELOPING REFLECTIVE PRACTICE

Jill C. Miels,Elementary Education, Ball State University

AbstractThis article describes a project that uses videotaped segments of "best

practice" teaching methods with freshman practicum students in amidsized university. The rationale, process of collecting teaching segments,and preliminary use of two tapes are presented. Initial response suggeststhat using videotaped teaching segments with preservice teaching majorsis a positive approach to introducing students to the intricacies ofteaching and learning.

Educational reformers have suggested that teacher educationinstitutions rethink how preservice programs support prospectiveteachers in reflecting on their beliefs and practices about classroominstruction (Darling-Hammond, Wise, &C Klein, 1995; Goodlad,1990, 1994; Schon 1990). Goodlad (1994) advocated that "programsfor the education of educators be characterized in all respects by theconditions for learning that future teachers are to establish in theirown schools and classrooms" (p. 84). Preservice teachers will need tobe immersed in the types of experiences that encourage explorationof these conditions for learning, conditions such as guided reflection,examination of personal beliefs about teaching and learning, and theability to communicate their beliefs. For effective behaviors tobecome habits, preservice teachers should encounter these conditionsfrequently and in a variety of settings. In an effort to begin providingquality experiences for freshman teacher educatiommajors, a projectwas proposed that used a variety of videotaped, school-relatedepisodes. Taping took place at a laboratory school on the campus of amidsized university.

The Purpose of and Impetus for the ProgramThree factors influenced the implementation of this project.

First, it was believed that video clips of "best practice" strategies, asdemonstrated by classroom teachers, would clearly illustrate theobjectives established for an introductory practicum course forpreservice teachers. The course in question included a seminar

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component and a lab component consisting of four classroomexperiences.

It was also expected that using videotaped teaching segmentswould enable preservice teachers to participate in guided reflectionthroughout the semester rather than just during the four assigned labdays. Videotaping would also allow multiple viewings at any timeduring the semester.

Finally, monies were available to faculty who wished to learn newtechnology and who would incorporate the knowledge gained intoexisting practices. Funding came from an internal source with anemphasis on videotaping and editing.

The purpose of this project was to develop, in cooperation withthe laboratory school faculty, a video library depicting effectiveteaching strategies. Footage was to be accumulated that preservedauthentic examples of teaching and learning in categories relevant tothe preservice teacher's needs and that supported instruction in theDepartment of Elementary Educations sequence of practicumcourses. Categories to be emphasized in the video series included butwere not limited to lesson planning, management situations, gradelevel expectations, environmental aspects of teaching, and specialopportunities such as transition times. An additional intent was toprovide opportunities for the education majors to experience,observe, and discuss aspects of classroom life that are not accessible tothem because of scheduling or because those aspects are experiencedonly upon securing a teaching position.

Videotapes and the Preservice TeacherA review of literature revealed some evidence of the use of video-

taped "best practice" episodes with preservice teachers. Videotape use,however, was primarily seen with juniors and seniors. Kasten andFerraro (1995) used the evaluation of videotaped teaching segmentswith student teacher interns. They found that videotape provided"the scaffolding necessary for the interns to link previous knowledgefrom professional course work with current experiences" (p. 9). Thestructured opportunity for reflection appeared to have positive effectsfor both preservice teachers and university instructors. Kasten andFerraros study emphasized the importance of providing multipleopportunities for preservice teachers to engage in reflection.

Jensen (1994) used videotaped teaching segments in a juniorpracticum placement. His study also supported the use of audiovisualtechnology as a tool for reflection in teacher education. Jenson noted,

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"preservice teachers could benefit from more instruction andexperience with videotaping, self assessment, and reflection ingeneral" (p. 9).

Thompson and Wiegmann (1993) reported on a videodiscproject sponsored by the Illinois State Board of Education thatrecorded outstanding classroom teachers teaching in their ownclassrooms. The segments were to be used to illustrate pedagogicalconcepts. Thompson and Wiegmann noted that preservice teachers .would finally be able to "view the same lesson through the eyes of achild, the teacher, a science educator, or their own . . ." (p. 6).

A final project relevant to this research was reported by Rowleyand Hart (1996). The video series "Becoming a Star Urban Teacher"(Rowley & Hart, 1995) used a video case method to encouragereflective practice among preservice, novice, and veteran teachers.Based on the characteristics of successful urban teachers, these tapesprovided a scenario that served as the basis for dialogue related to agiven teaching situation.

The above review of literature would suggest that opportunitiesto view "best practice" strategies in a guided situation would increasethe preservice teachers ability to become a reflective practitioner.Presenting freshman practicum students with real educational issuesnot only enables them to examine their own beliefs about teachingbut also to view teaching from the perspective of the learner.

Project ComponentsA list of segments to be taped was developed before the project

began. The list was based on "best practice" issues covered in theseminar component of an introductory teaching course as presentedby Blair (1988) in Emerging Patterns of Teaching: From Methods toField Experiences. Instructional principles provided the framework forthe videotaped segments and included (a) cultivating student feelingand emotions, (b) maintaining effective classroom control, (c)establishing an appropriate balance between fostering direct learningand inquiry abilities, (d) maximizing the use of classroom time toteach students what they need to know, (e) diagnosing studentstrengths and weaknesses and providing instruction based on studentneeds, (0 using a variety of materials to teach what their studentsneed to know, and (g) believing in their abilities as teachers to make adifference and convince their students that they will learn (pp. 8-9).In addition to these guiding principles, course content focused on theneed for learning to be child centered, experiential, authentic,developmental, and collaborative (Zemelman, Daniels, & Hyde,

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1993). The videotaping of a variety of situations in grades K—5 tookabout 15 months.

Fifty hours of raw footage were collected. The events included inthe raw footage featured segments from the first day of school, thelast day of school, special days, transitions, group work, individualwork, a variety of classroom events at all grade levels, and "TeacherTalks" in which teaching majors had the opportunity to ask questionsof the classroom teachers.

The raw footage was then edited, which resulted in six mastertapes; "Teacher Talks," "Classroom Management," and four"Teaching Segments." Once the segments had been edited intofinal form, they were transferred onto individual blank videotapes,with one segment on each tape. The teaching segments ranged inlength from 90 seconds to 45 minutes. A list of titles can be foundin Table 1.

Preliminary UseGiven the variety of topics, grade levels, and segment lengths,

this video library supported instruction in the freshman, sophomore,and junior practicum courses. A guide sheet for each tape wasdeveloped to provide basic content information and discussionpoints. Each guide sheet was to be revised as segments were used withpreservice teachers. A sample guide sheet can be found in Figure 1.

The first time the segment entitled "Letter Reading" (tape #9)was used, university students had been engaged in discussions aboutevents that can either invite or discourage learning (Wong & Wong,1991). The focus had not only been on teacher behaviors but also onenvironmental factors and student behaviors. Before viewing thevideotape, the university students were directed to watch for bothverbal and non-verbal things that either enhanced or discouragedlearning. After viewing this tape, they were able to identify twelveinvitational factors and four instances they believed were inhibiting.

Behaviors observed by the preservice teachers can be found inFigure 2. As Figure 2 indicates, the students believed learning wasenhanced by personal characteristics exhibited by the teacher, theenvironment that had been established, and the power of the lessonitself. Possible inhibitors to learning were identified in a specificstudent/student interaction and an instance where one student hadher hand raised and was not acknowledged. Although the preserviceteachers identified the video camera as a possible detractor, thechildren in this school were quite used to being filmed.

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Table 1List of Teaching Tapes

TapeNo.

1

2345678

91011

1213141516

171819202122232425262728

29303132333435363738394041

Area

S.S.LA/Sci.L AS.S.S.S.Sei.Cl. Man.L.A.LAMathL.A.VariousL.A.VariousProf.Prof.Prof.Prof.L.A.L AL.A.Cl. Man.VariousVariousProf.S.S.MathMathL.A.MathL.A.MathVariousCl. Man.Cl. Man.VariousCl. Man.VariousCl. Man.Cl. Man.Sei.

Title

Community BuildingCalendar/Story/InsectGroup WorkPioneer UnitDyeing LessonTeethClass PlanningThe CayLetter ReadingGraphingBook BuddiesCentersAutograph SessionMusicTeacher TalkTeacher TalkTeacher TalkTeacher PlanningOral ReadingL.A. LessonMusic/ReadingField Day PlanningSleep OverCentersTeacher's DayDyeing LessonGraphing Teeth/Pizza ToppingMath Problem SolvingLetter WritingMath Problem SolvingReading PracticeComputers Math PracticeGroup WorkManagement VignettesBeginning Year RulesBookmaking/Ind. PracticeLesson Prep/TransitionsField TripTransitionsMusic/Choosing PartnersEnvironmental Science

Grade

411 .3325532

1/4K

12

K/l

4/52/34/5

2

5551

1/332333533

1/5Various

12

31

324

Time inMinutes

1927162320146

12

10

195

355

2521

252925152816

77494

411028321429

15/1910

3310

74

102

45

Note.S.S. = Social Studies, L.A. = Language Arts, Sei. = Science, Cl. Man. = Classroom

Management, and Prof. = Professional Development

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Figure 1Sample Guide Sheet to Accompany Videotape on Letter Reading

Tape Number 9 Title Letter ReadingTotal Tape Length 19 minutes Segments 1_Classroom Teacher(s) T Çmith Grade 2Topic Reading welcome letters from a previous class

Content Description:This segment features Mrs. Smith's 2nd grade class opening and readingletters of welcome from the previous year's 3rd graders (see Letter Writing,tape #29). The lesson, which takes place during the first week of the schoolyear, consists of an introduction, a time for students to practice reading theletters independently, and a time for oral reading to the whole class. There isa focus during independent reading on a group of 5 students.

Look for:*Many questions at the beginning to focus attention*Daily routines—passing papers, hand raising*Materials prepared*Culturally fair languageThoroughness of directions givenExpectations of success

*Progress monitoring*Possible focus questions:

• As you view this film, watch for things that either enhance or discouragelearning.

• What non-verbal factors made this activity successful? (time, teacherexpectation, environment, atmosphere)

•What kind of verbal invitations did you hear? (from the teacher, from thechildren?)

Production Notes:Some audio during independent reading is garbled. The context can be usedto interpret the missed comments.

Not only did the preservice teachers identify concepts related tocourse content but they engaged in conversation about why certainbehaviors were put into a specific category and if that behavior mightbe viewed differently in different situations. By providing visualevidence of a concept, all the students were able to approach an issuefrom a similar perspective and examine personal feelings about thatissue.

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A second videotaped lesson (tape #41) was used at the midpointof the semester. Students were asked to identify and explain effectiveteaching strategies, invitational instances, and learning principlesseen in this 45-minute science lesson. Students were able to actuallysee what was meant by discovery learning, curriculum integration,teacher behaviors, and other important concepts related to teachingand learning. Topics discussed in relation to this tape included use ofquestions, multiple interactions, discovery learning methods,organization, integration, and repetition. Other topics were deliveryof expectations, connection to prior lessons, student involvement,and other teacher behaviors.

Figure 2Behaviors Observed from the Lesson

Inviting

invited children to readOK to do thissit in teacher chaira choice to readteacher offered helpkept focus on lessonmoved around classsmiledenthusiasticdesign of lesson made each child feel specialsilent reading (practice for oral reading)reviewed steps for activity

Inhibiting

student not called oncamerastudent/student scolding

DiscussionBoth videotapes presented here could be used many times to

focus on previously discussed aspects of teaching and learning or toreinforce new concepts as presented in the seminar portion of a class.Written responses in the open-ended comments portion of the courseevaluations indicated that these university students saw the use ofvideotaped segments as positive. Many of the students appreciatedthe chance to see the same episode more than once. Others noted thevalue of the opportunity to discuss what they saw in relation tocourse content and their own experiences.

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Preservice teachers will be entering more complex educationalsystems than ever before. These new systems will require criticalthinking and habits of personal reflection. Using videotapedsegments of "best practice" will provide multiple opportunities toobserve, reflect on, and participate in discussions about learning,teaching, and schooling. Professional qualities necessary to teach inthe 21st century do not develop naturally but must be guided,modeled, and facilitated through the use of real-life teachingsituations. Presenting numerous examples can help facilitateappropriate professional behaviors and develop the ability ofpreservice teachers to reflect on classroom practices long before theyenter their own classrooms.

ReferencesBlair, T. R. (1988). Emerging patterns of teaching: From methods to field

experiences. Columbus, OH: Merrill.Darling-Hammond, L., Wise, A. E., & Klein, S. P. (1995). A license to

teach: Building a profession for 21st-century schools. Boulder, CO: Westview Press.Goodlad, J. I. (1990). Teachers for ournation's schools. San Francisco, CA:

Jossey-Bass.Goodlad, J. I. (1994). Educational renewal: Better teachers, better schools. San

Francisco, CA: Jossey-Bass.Jensen, R. A. (1994). Fear of the known: Using audio-visual technology as a

tool for reflection in teacher education. Atlanta, GA: Association of TeacherEducators. (ERIC Document Reproduction Service No. ED 387 482)

Kasten, B. J., & Ferraro, J. M. (1995). A case study: Helping preserviceteachers internalize the interconnectedness of believing, knowing, seeing, and doing.San Francisco, CA: American Educational Research Association. (ERICDocument Reproduction Service No. ED 383 676)

Rowley, J., & Hart, P. (Producers) (1995). Becoming a star urban teacher[video cassettes]. Alexandria, VA: Association for Supervision and CurriculumDevelopment.

Rowley, J. B., & Hart, P. M. (1996). How video case studies can promotereflective dialogue. Educational Leadership, 53(6), 28-29.

Schon, D. (1990). Educating the reflective practitioner. San Francisco, CA:Jossey-Bass.

Thompson, T. E., & Wiegmann, B. A. (1993). Visualizing classroominstruction: Creating visual images for preservice teacher education. Rochester, NY:International Visual Literacy Association. (ERIC Document ReproductionService No. ED 370 574)

Wong, H. K., & Wong, R. T. (1991). The first days of school: How to be aneffective teacher. Sunnyvale, CA: Wong.

Zemelman, S., Daniels, H., & Hyde, A. (1993). Best practice: Newstandards for teaching and learning in America's schools. Portsmouth, NH:Heinemann.

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