The Pre-service teachers (PSTs) who attended the workshop thought that the workshops improved their abilities to enact the core practice (i.e., eliciting, interpreting and using student thinking). In addition to promoting their capacities to enact the core practice, we were able to collect empirical data to help understand the focus of PSTs’ noticing when they were watching different types of footage (i.e. T-POV, S-POV and CIB) and how PSTs perceive elements of the videos in order to learn from the workshops. The following summarises our findings:

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With respect to PSTs’ noticing, we found that the PSTs’ focus varied depending on the different camera perspectives. Two observations are worth mentioning.

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• First, although the T-POV clips did not provide visual access to the teacher (i.e., the PST who conducted the rehearsal), the PSTs tended to focus on themselves when watching the footage. Likewise, even though the S-POV clips did not capture the images of the student who wore the camera goggles, the PSTs placed their observational focus on that student. It seems that it was not what the PSTs could ‘see’ in the footage, but the first-person perspective of the camera that effectively directed their observational focus.

• Second, the PSTs did not make any statements that referenced science content or specific student ideas when the PSTs were watching the first-person POV footage. Only when the PSTs were watching footage from a third-person perspective (i.e., O-CIB footage) did they comment on specific student ideas. It appears that the PSTs were drawn to the motions and actions captured by the POV footage, effectively shifting their focus away from the cognitive thinking of the students.

 

Please see our publications for more details.

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In terms of using video to develop PSTs’ ability to enact the core practice, one finding was particularly noteworthy.

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• Surprisingly, the PSTs did not perceive viewing their own POV footage, including the teacher’s POV and the student’s POV, as particularly useful to their learning. We originally envisaged that analysing the interactions and responses from multiple viewpoints would help the PSTs to reflect on their enactment of the core practice from the perspectives of multiple actors. The data led us to re-examine our assumption about the added value of engaging PSTs in viewing and reflecting on POV footage. It seems that we under-estimated the difficulties of adopting the perspective of the respective actor simply by watching a POV clip and did not provide sufficient support and scaffolds to guide our PSTs to notice the interactions in the POV footage that were salient for analysis. The rich information might also have side-tracked our PSTs and shifted their attention to the motions and actions of the actors, away from the focus of the interactions between the multiple actors in the classrooms.

 

Please see our publications for more details.