Using video to explore professional vision of prospective teachers of English as a foreign language Eva Minaříková, Tomáš Janík, Michaela Píšová, František Tůma EARLI, Munich, 28/08/2013 Vznik a prezentace tohoto příspěvku byly podpořeny Stipendijním fondem PdF MU a projektem GA ČR GA13-21961S. Overview •Introduction •ProfiVi Study –Professional vision –Research questions –Methodology –Results –Discussion Overview Teacher professionalism • Working on teachers´ competencies… Professional knowledge Professional vision Professional action The first one – basis, the first two – implemented during the third one, influence it; can have „expert“ quality Teacher professionalism •Enable to study teachers´ perception / konwledg closely tied to action •Capture the multidimensionality, complexity, simultaneity of teaching situations •Provide rich data – (re)analyses from different perspectives possible •Can be slowed down – fine-grain analysis Video in research on teacher competencies Teacher professionalism • Video in research on teacher competencies Professional knowledge Professional vision Professional action Kersting et al., 2012 Sherin, 2007 The first one – basis, the first two – implemented during the third one, influence it; can have „expert“ quality Teacher professionalism • Video in research on teacher competencies Professional knowledge Professional vision Professional action Kersting et al., 2012 Sherin, 2007 The first one – basis, the first two – implemented during the third one, influence it; can have „expert“ quality Teacher professionalism Úvodní strana - Google Chrome ProfiVi Study Professional vision of prospective teachers of English as a foreign language The first one – basis, the first two – implemented during the third one, influence it; can have „expert“ quality Teacher professionalism •Based on knowledge •Informs action – adaptive teaching •Two-fold –Teachers – „doers“ •Tied to action, need for immediate response –Teachers – observers •Watching myself, watching others; time to think •Professional vision more deliberate •(Sherin et al., 2008) • Professional vision Drawing on the previous presentation – we heard about the relationship of competence, knowledge and professional vision- why it is important. Professional vision necessary to be able to adapt instruction according to how the situation unfolds. Teacher professionalism • Professional vision – research In action (Sherin et al., 2008) On action (Sherin, 2007) Own video (Seidel et al., 2011) Video of others (Seidel et al., 2011) Mathematics (Sherin, 2007) Comparing subj. (Seidel et al., 2011) Foreign languages Other subjects Interviews (Sherin, 2007) Online – rating items (Seidel et al., 2011) Online – open qustions (Schwindt, 2008) Teacher professionalism • Professional vision – research In action (Sherin et al., 2008) On action (Sherin, 2007) Own video (Seidel et al., 2011) Video of others (Seidel et al., 2011) Mathematics (Sherin, 2007) Comparing subj. (Seidel et al., 2011) Foreign languages Other subjects Interviews (Sherin, 2007) Online – rating items (Seidel et al., 2011) Online – open qustions (Schwindt, 2008) Teacher professionalism •Selective attention –What teachers pay attention to •Knowledge-based reasoning –How they reason about it; following subprocesses –Describing –Interpreting –Explaining –Predicting –Evaluating –Suggesting alternatives Professional vision Teacher professionalism •What is the nature of prospective teachers´ professional vision? –What sub-processes of knowledge-based reasoning are represented in the prospective teachers´ written comments on video-taped classroom situations? –How are these sub-processes sequenced in the prospective teachers´ written comments on video-taped classroom situations? –What themes do the prospective teachers mention? – • Research questions Knowledge-based reasoning Seletive attention Teacher professionalism •Research sample –37 prospective EFL teachers •Data collection –Video-based e-learning environment –4 videosequences – general task •Data analysis –Qualitative content analysis –Concept-driven coding frame (Cohen´s Kappa 0.85) • Methodology • Teacher professionalism Video A Video B Video C Video D Description 36.30(1.97) 36.55(2.87) 32.40(3.00) 37.45(2.79) Interpretation 23.20(1.95) 26.25(2.01) 27.76(2.00) 28.68(2.35) Explanation 6.74(1.50) 9.75(1.75) 12.82(2.05) 8.03(2.18) Prediction 2.23(0.60) 1.49(0.50) 5.02(1.39) 2.49(0.64) Evaluation 23.69(1.29) 12.81(1.30) 16.21(1.74) 16.00(1.51) Alternatives 5.30(1.16) 10.45(1.55) 4.03(1.17) 3.18(0.89) Results – subprocesses of knowledge-based reasoning Mean(SD) Teacher professionalism • Results – sequence of subprocesses C:\Users\Eva\Desktop\DocPic_Aut2011_DG1_PT1_B_S03.png Description Interpretation Evaluation Alternative Organised according to themes – as they came to respondents´ minds. More demanding cognitive processes (e.g. alteration) before less demanding (e.g. description). Teacher professionalism Results – selective attention Themes Number of occurences N=11 students Teacher professionalism •Prospective teachers´ comments are mainly descriptive •Comments organized according to themes •Focus on teacher and methodology • •Subsequent analysis needed to establish what themes are addressed in teachers´ comments •And how different subprocesses relate Discussion Thank you for your kind attention! minarikova@ped.muni.cz tjanik@ped.muni.cz Dg Modul 1; Student 03; Video B •She could check once again who is student A and B. I am not surprised that the students had problems with who is who. The instructions concerning the grouping were really really quick and almost unnoticeable. Then she seemed surprised that students did not follow for a while. Maybe she could explain again. • •The teacher seemed in a hurry. I am not sure what the school bell meant as they did not react to it. • •She started switching to Czech maybe because of time again. • •Even though there probably was a lead in to the activity, there could have been a demo of this one. I would have checked the understanding of what they should do.