Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices
Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices
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科学教师开始使用数字视频注释工具来促进反思实践
DOI：
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发表时间：
2013
影响因子：
4.4
通讯作者：
G. Roehrig
中科院分区：
文献类型：
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作者：
Justin McFadden;Joshua A. Ellis;Tasneem Anwar;G. Roehrig
教师作为反思性实践者的发展是国家教师准备和入职指南的核心概念（国家教师教育认证委员会2008年）。教师诱导网络（TIN）通过创建在线“实践社区”（Barab et al. in Inf Soc, 237 - 256,2003）支持初学的中学科学教师开展反思性实践，这已被证明对教师合作、沟通和反思具有积极影响。具体来说，TIN整合了异步视频注释的使用，作为一种直接促进教师对课堂实践反思的信息来源（Tripp and Rich in Teach Teach Educ 28(5): 728-739, 2013）。本研究考察了视频注释作为发展初学科学教师反思性实践的工具的使用。教师们参加了一个旨在促进反思性实践和探究式教学的在线教师入门课程。使用改进版的“学习注意框架”（Sherin and van Es in J Teach Educ 60(1):20 - 37,2009）对教师的教学视频注释进行分类。该研究的发现包括教师在注释中关注自己的倾向，以及侧重于描述和解释的较低层次反思实践的注释的优势。讨论了使用视频注释工具的建议，以及设计特性，可以改进这些建议，以进一步开发更丰富的注释和更深层次的反思实践。
The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports the development of reflective practice for beginning secondary science teachers through the creation of online “communities of practice” (Barab et al. in Inf Soc, 237–256, 2003), which have been shown to have positive impacts on teacher collaboration, communication, and reflection. Specifically, TIN integrated the use of asynchronous, video annotation as an affordance to directly facilitate teachers’ reflection on their classroom practices (Tripp and Rich in Teach Teach Educ 28(5):728–739, 2013). This study examines the use of video annotation as a tool for developing reflective practices for beginning secondary science teachers. Teachers were enrolled in an online teacher induction course designed to promote reflective practice and inquiry-based instruction. A modified version of the Learning to Notice Framework (Sherin and van Es in J Teach Educ 60(1):20–37, 2009) was used to classify teachers’ annotations on video of their teaching. Findings from the study include the tendency of teachers to focus on themselves in their annotations, as well as a preponderance of annotations focused on lower-level reflective practices of description and explanation. Suggestions for utilizing video annotation tools are discussed, as well as design features, which could be improved to further the development of richer annotations and deeper reflective practices.