Facilitating Teacher Learning with Video Clips of Instruction in Science

教学视频已经成为一种促进教师学习的流行工具，有可能有力地影响教师的实践。然而，我们对教师从视频中学习的具体机制知之甚少。本研究的目的是利用专业发展（PD）背景下的科学教学视频片段，建立教师学习的基础知识。研究人员将研究认知科学原理的注入，作为提高教师从视频中学习的可能方法（包括对比案例和自我解释原则）。支持教师在学生学习过程中理解学生思考和推理信息的PD机会很少。为了满足这一需求，本项目开展了跨学科合作，将研究视频片段在教师PD中的使用，并深入探索教师通过科学教学视频片段进行学习。该项目由EHR核心研究项目（ECR）和发现研究K-12项目（DRK-12）共同资助，前者支持推进STEM学习基础研究文献的工作，后者支持创新资源、模型和工具的研发，以提高K-12学前班学生和教师的STEM学习和教学。这个基于设计的研究项目将通过解释教师如何以及为什么通过教学视频片段学习来追求教师学习的描述性描述。该团队将利用认知科学和学习科学的研究，特别是关于类比推理和自我解释的文献，来揭示视频支持教师学习的机制以及他们这样做的条件。与教师学习有关的证据将通过教师参与视频丰富的PD、围绕视频片段与教师进行半结构化访谈、提示与视频片段互动以及课堂观察来收集。通过有意设计的视频片段和支持结构，该项目将有助于揭示如何支持注意：1)学生的思维和推理；2)促进学生在绩效评估任务中的智力参与的高产和低效教学实践之间的关键和微妙差异。这项研究有可能扩展目前关于循证学习结构的知识，这种结构可以增强教师在学习发展雄心勃勃的教学实践时注意到重要的课堂互动。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Videos of teaching have become a popular tool for facilitating teacher learning, with the potential to powerfully impact teacher practice. However, less is known about specific mechanisms through which teachers learn from video. The goal of this study is to build foundational knowledge about teacher learning by using video clips of science instruction within a professional development (PD) context. The researchers will study the infusion of principles from cognitive science as possible ways to enhance teacher learning from video (these include contrasting cases and self-explanation principles). PD opportunities that support teachers in making sense of the information about students’ thinking and reasoning as students work are rare. Motivation to address this need has led to the interdisciplinary collaboration in this project that will study the use of video clips in teacher PD and explore teacher learning with and from video clips of science instruction in-depth. The project is jointly funded by the EHR Core Research (ECR) program, which supports work that advances the fundamental research literature on STEM learning, and by the Discovery Research K-12 program (DRK-12), which supports the research and development of innovative resources, models and tools in order to enhance STEM learning and teaching by pre-K-12 students and teachers.This design based research project will pursue descriptive accounts of teacher learning by explaining how and why teachers learn with and from video clips of instruction. The team will draw on cognitive science and learning sciences research, specifically literature on analogical reasoning and self-explanation, to unpack mechanisms through which videos support teacher learning and the conditions under which they do so. Evidence pertaining to teacher learning will be gathered through teachers’ participation in video-rich PD, semi-structured interviews with teachers around video clips and prompts for interacting with the clips, and classroom observations. Through intentionally designed video clips and supporting structures, the project will help to uncover how to support noticing of 1) students’ thinking and reasoning and 2) critical and often nuanced differences between more and less productive teaching practices that facilitate students' intellectual engagement in performance assessment tasks. The study has the potential to extend the current knowledge on the kinds of evidence-based learning structures that can enhance teachers’ learning to notice important classroom interactions as they learn to develop ambitious teaching practices.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.