- Year 2023
- NSF Noyce Award # 2150600, 2150631, 2150650, 2150651, 2150652, 2150671, 215708
- First Name Anna
- Last Name Arias
- Discipline STEM Education (general)
- Co-PI(s)
Brett A. Criswell, West Chester University; Joshua A. Ellis, Florida International University; Lawrence Escalada, University of Northern Iowa; Michelle Forsythe, Texas State University; Heather J. Johnson, Vanderbilt University; Jessica Riccio, Columbia University
- Presenters
Anna Maria Arias, Brett A. Criswell, Joshua A. Ellis, Lawrence Escalada, Michelle Forsythe, Heather J. Johnson, Jessica Riccio, Columbia University
Need
This cross-site, longitudinal research project investigates the use of video analysis tasks in teacher preparation to develop equitable, effective science teaching practices and support teacher retention. As a ubiquitous pedagogy within teacher education programs, video analysis shows promise for facilitating development of teachers’ knowledge, professional vision, and effective practice, yet careful design and study of these tasks and their impact is needed. Moreover, within the current social context, there is an increased urgency to prepare STEM teachers to enact equitable, justice-centered, culturally responsive, and linguistically-sustaining pedagogies. We share our findings from our analysis of teacher candidates’ video analysis tasks and focus group interviews with teacher candidates, beginning teachers, and teacher educators. The findings highlight the potential for using video analysis in developing noticing for equitable teaching practice and the variation in this development across teacher candidates and contexts (e.g., university, placement, representation in the video).
Goals
This project has three main goals framing the work: 1. Continue to evaluate the Framework for Analyzing Video in Science Teacher Education (FAVSTE; Forsythe et al., 2021) 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 weaknesses. 2. 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. 3. Develop a cross-site, longitudinal research study that incorporates the practical instructional tools for video analysis and the research tools for the study. To meet these goals, we are analyzing teacher candidates’ video analysis tasks and focus group interviews with teacher candidates, beginning teachers, and teacher educators. In these analyses, we ask: How are the beginning teachers developing their professional vision and practice for equitable, effective science teaching? What implications do their suggestions and responses have for improving our instructional tools and instruments for data collection?
Approach
The overall project draws on a larger design-based research project where we use iterations of data collection and redesign to improve and investigate teachers’ development of equitable, effective science teaching practice and professional vision through video analysis. In analyzing the collected data for each of the three goals, we are using a qualitative methods approach through cross-case comparisons. Transcripts from each focus group are 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). With the candidates’ video analysis tasks, we begin with a deductive approach to develop an initial coding drawing on frameworks for equity in science education from existing research (e.g., NASEM, 2022; Davis, 2022). Cross-case comparisons using constant-comparative methods to collapse codes into categories will be conducted. We will triangulate across data sources to develop assertions and themes in order to address the goals.
Outcomes
For Goal 1, the desired outcome is to continue to develop and modify both the FAVSTE and its associated tools. Our poster will share modifications made to the FAVSTE and associated tools based on our analyses of the tasks and focus group interviews. 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 data about how we piloted the use instruments with our own teacher candidates and induction teachers, and those of colleagues who collaborate with us. We will also share sample modifications. For Goal 3, the desired outcome is to formalize our research plan for a future Track 4 proposal.
Broader Impacts
We are using and improving our courses and teacher educator practices around video analysis and equity based on what we learn to support our teacher candidates—candidates representing a broad set of demographics. We also share with 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.
