Videocases for Science Teaching Analysis Plus (ViSTA Plus): Efficacy of a Videocase-based, Analysis-of-Practice Teacher Preparation Program

先前的研究表明，当视频案例被纳入副教师的方法课程时，其他教师实践的特定内容视频案例对科学内容知识和分析教学的能力产生了积极的影响。 在为期一年的专业发展中，经验丰富的在职教师也出现了类似的结果，其中包括分析自己和他人的教学视频，这些教师改变了他们的做法，影响了学生的科学学习。 新的VisTA Plus研究探讨了一个为期2年的计划，为在职/初入职教师，是完全集中在学习从实践分析的角度来看，解决了中心的研究问题“什么是基于视频的价值，分析实践的方法，以小学科学教师的准备？“VisTA Plus提供了一种独特的基于实践的教师教育版本，通过搭建的视频案例协作分析使教师沉浸在实践中-从分析其他教师的视频案例开始，然后转向对教师自己的视频案例进行协作分析。 VisTA Plus概念框架支持教师使用学生思维和科学内容故事情节镜头来分析科学教学，并使用一套教学策略来支持在规划和教学中使用这些镜头。 通过这种分析工作，教师加深了他们的科学内容的知识，发展分析教学和学习的能力，并改善他们的教学和学生的学习。 目前的研究采用了一种准实验设计，比较了VisTA Plus计划与传统教师培训计划在大学实施时的影响，这些大学为不同人群提供服务，特别是美洲原住民，西班牙裔和低SES学生。 教师的措施是评估科学内容的知识（前，中，后测试），分析科学教学和学习的能力（前，中，后视频分析任务），和教学实践（学生教学和第一年教学期间的视频录制课程）。 小学生的科学成绩是在学生教学和第一年教学期间使用前后单元测试进行评估的。研究设计通过遵循从教师学习到教学实践再到学生学习的课程影响路径，并在VisSTA Plus的背景下完成，以实践为基础的教师准备方法，从一开始就将教师学习的所有阶段嵌入实践中。 在这一努力中，合作大学渴望重新设想传统的教师培养顺序，为该领域提供新的模式。 该项目正在制作针对科学的实践分析材料（视频案例，方法课程指南，研究小组指南），以支持教师教育工作者和专业发展领导者在大学和地区上岗培训中使用VisTA Plus计划的专业发展。

Prior studies have demonstrated the positive impact of content-specific videocases of other teachers' practice on science content knowledge and ability to analyze teaching when the videocases are incorporated in the methods courses for preservice teachers. Similar outcomes occurred for experienced, inservice teachers in a year-long professional development that included analyzing video of their own and others' teaching, and these teachers changed their practice in ways that influenced students' science learning. The new ViSTA Plus study explores implementation of a 2-year program for preservice/beginning teachers that is fully centered on learning from an analysis-of-practice perspective, addressing the central research question of "What is the value of a videocase-based, analysis-of-practice approach to elementary science teacher preparation?"ViSTA Plus presents a distinctive version of practice-based teacher education, one that immerses teachers into practice via scaffolded, collaborative analyses of videocases - starting with analysis of other teachers' videocases and moving to collaborative analysis of teachers' own videocases. The ViSTA Plus conceptual framework supports teachers in using Student Thinking and Science Content Storyline Lenses to analyze science teaching and in using a set of teaching strategies that support use of each of these lenses in their planning and teaching. Through this analysis work, teachers deepen their science content knowledge, develop the ability to analyze teaching and learning, and improve their teaching and their students' learning. The current study incorporates a quasi-experimental design to compare the impact of the ViSTA Plus program to that of traditional teacher preparation programs when implemented at universities that serve diverse populations, especially Native American, Hispanic, and low-SES students. Teacher measures are assessing science content knowledge (pre, mid, and posttests), ability to analyze science teaching and learning (pre, mid, and post video analysis tasks), and teaching practice (videorecorded lessons during student teaching and first year of teaching). Elementary students' science achievement is being assessed using pre-post unit tests during student teaching and the first year of teaching.The study design addresses a gap in the research on preservice teacher preparation by following the pathway of program influence from teacher learning to teaching practice to student learning, and accomplishes this in the context of ViSTA Plus, an alternative, practice-based approach to teacher preparation that embeds all phases of teacher learning in practice from the beginning. Partner universities in this effort are eager to reimagine the traditional teacher preparation sequence, offering new models for the field. The project is producing science-specific, analysis-of-practice materials (videocases, methods course guides, study group guides) to support the professional development of teacher educators and professional development leaders using the ViSTA Plus program at universities and in district-based induction programs.