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Developing an Inquiry-Oriented Approach to Teaching Through Videotape Analysis

Previts, Joanne L.

Abstract Details

2009, PHD, Kent State University, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies.

Constituting a mandatory component of teacher education programs, field experiences offer preservice teachers the opportunity to observe in-service teachers as well as plan and teach lessons in authentic settings; however, participating in these activities does not necessarily result in preservice teachers’ developing teaching and learning competencies. One essential aspect of field experiences that constructively impacts preservice teachers is indeed the opportunity to reflect upon, inquire about, analyze, and discuss their teaching in order to enhance their practice.

The purpose of this qualitative study was to explore how preservice teachers used the seven processes (being videotaped, watching one’s video, selecting a clip, providing a rationale, crafting questions about their practice, meeting in the form of a video club, and responding to exit slips) of videotape analysis to develop an inquiry-oriented approach to their teaching and learning and reflective thinking about their teaching and learning. This study was conducted within the context of a video club, a researched professional development activity with documented benefits.

A qualitative case study approach was used to describe the participation of and interactions among four preservice teachers during their first field experience where they taught lessons at a field school. I videotaped lessons taught by the 4 participants, who selected portions that were viewed during video club meetings. All participants met to view, analyze, and discuss the video clips. Data were obtained through videotaped recordings of lessons, observations, interviews, transcripts, memos, exit slips, and artifacts.

Findings established that each of the seven processes contributed in different ways to help these participants develop an inquiry-oriented approach to their teaching and learning as well as develop their reflective thinking about their practice. The seven processes were interconnected and created a framework that helped these participants investigate their teaching and learning as well as develop their ability to engage in reflective thinking. In addition, I found that my role as a facilitator assisted in the participants’ learning.

Teresa J. Rishel, PhD (Committee Chair)
Denise N. Morgan, PhD (Committee Member)
Rhonda A. Richardson, PhD (Committee Member)
221 p.

Recommended Citations

Citations

  • Previts, J. L. (2009). Developing an Inquiry-Oriented Approach to Teaching Through Videotape Analysis [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247684997

    APA Style (7th edition)

  • Previts, Joanne. Developing an Inquiry-Oriented Approach to Teaching Through Videotape Analysis. 2009. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1247684997.

    MLA Style (8th edition)

  • Previts, Joanne. "Developing an Inquiry-Oriented Approach to Teaching Through Videotape Analysis." Doctoral dissertation, Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247684997

    Chicago Manual of Style (17th edition)