- Year 2022
- NSF Noyce Award # 2150600
- First Name Heather
- Last Name Johnson
- Discipline Biological Sciences, Chemistry, Geosciences, Physics
Anna Arias, Kennesaw State University; Brett Criswell, West Chester University; Joshua Ellis, Florida International University; Lawrence Escalada, University of Northern Iowa; Michelle Forsythe, Texas State University; Jessica Riccio, Teachers College
Heather Johnson, Vanderbilt University
This project involves investigating the use of video analysis tasks in teacher preparation to develop equitable and effective science teaching practice through a cross-site, longitudinal study. The poster will introduce our Framework for Analyzing Video in Science Teacher Education (FAVSTE) and how we have discussed, designed, and studied implementation of video analyses within science teacher preparation. The circumstances produced by the COVID-19 pandemic give new urgency to our work as large numbers of teacher educators now use digital libraries of classroom video cases in response to their teacher candidates’ inability to engage in traditional field experiences in PK-12 schools. In addition, current social events give increased saliency to how teachers are prepared to enact equitable, justice-centered, culturally-responsive, and linguistically-sustaining pedagogies. In response to these unique and timely challenges, we will share what we are finding related to science teachers’ professional vision and practice, how we are developing partnerships to support cross-site research, and how we are developing evidence-based models and strategies for preparing and supporting STEM teachers using the FAVSTE to promote equitable science teaching practices.
This project has three main goals framing the work:Goal 1: To continue to evaluate the FAVSTE framework and associated instructional tools to ensure that they explicitly support noticing for equity and to modify the tools and framework as necessary to address any identified weaknessesGoal 2: To identify, modify, and pilot research instruments to analyze teachers’ professional vision, its link to equitable teaching practice, and how this vision changes over time in relation to teacher effectiveness. Goal 3: To develop a cross-site, longitudinal research study that incorporates the practical instructional tools for video analysis and the research tools for the study.
In analyzing the collected data for each of the three goals, we are using a qualitative methods approach through cross-case comparisons. We will develop some initial ‘look fors’ in the data, but, given the spectrum of participant groups and the variety of responses we are likely to receive, we will likely approach this through emergent coding. Transcripts from each focus group will be analyzed using an inductive coding process. Open coding will be used to first identify codes within each focus group interview (e.g., one focus group of Vanderbilt Teacher Candidates) and then compare within case (e.g., all focus groups across institutions). Cross-case comparisons using constant-comparative methods to collapse codes into categories and themes will be conducted in order to address the goals.
For Goal 1, the desired outcome is to continue to develop and modify both the FAVSTE and its associated tools. Our poster will share insights from our own use of the FAVSTE and our thoughts about associated tools. For Goal 2, the desired outcome is to create research instruments that will better allow us to analyze data to determine the impact of the FAVSTE and its tools on teacher candidates and early induction teachers. Our poster will share possible research instruments, as well as how we intend to pilot those instruments with our own teacher candidates and induction teachers, and those of colleagues who collaborate with us. For Goal 3, the desired outcome is to formalize our research plan for a future Track 4 proposal.
We are sharing what we learn with our own students—students representing a broad set of demographics—as well as our colleagues within the departments and colleges that we serve. We also continue to disseminate our insights and best practices through the National Board for Professional Teaching Standards (NBPTS), who supported the initial formation of our Collaborative. The broader impact of the envisioned Track 4 research project that will be derived from this Capacity Building project will be to provide tools and techniques for more productively utilizing video analysis to promote equitable science teaching practices across a wide variety of contexts. Our group will disseminate insights from the larger project to audiences through our connections to NBPTS, American Association of Colleges for Teacher Education (AACTE), Association for Science Teacher Education (ASTE), and state and local affiliations we all hold.