Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations
Student engagement is a complex measurement that can be viewed through behavioral, emotional, and cognitive constructs. Authentic intellectual engagement requires more than task compliance and requires teachers to make decisions and moves to promote engagement. Pre-service teachers need to have thes...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2024-03-01
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| Series: | Open Education Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/edu-2022-0224 |
| _version_ | 1797229642903453696 |
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| author | Scott Kristina Rohde Leigh |
| author_facet | Scott Kristina Rohde Leigh |
| author_sort | Scott Kristina |
| collection | DOAJ |
| description | Student engagement is a complex measurement that can be viewed through behavioral, emotional, and cognitive constructs. Authentic intellectual engagement requires more than task compliance and requires teachers to make decisions and moves to promote engagement. Pre-service teachers need to have these teacher decisions deconstructed and explicitly reconstructed to “notice” and make sense of it. This study conducted a qualitative document analysis of 31 pre-service teachers’ observational reflections on a pre-selected video-recorded lesson. A pre- and post-assessment was used. When pre-service teachers were given explicit instruction on “noticing” teacher moves to enhance student engagement through multiple constructs, their understanding of student engagement within a lesson shifted from literal and compliance-focused to a multi-dimensional construct involving behavior, emotion, and cognition. The assessments also shifted focus from what the teachers did to the impact the teacher’s decisions had on student engagement and learning. Future research should look at how noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills in the classroom. |
| first_indexed | 2024-04-24T15:15:51Z |
| format | Article |
| id | doaj.art-421023532348440caea096ddbc6b9cfe |
| institution | Directory Open Access Journal |
| issn | 2544-7831 |
| language | English |
| last_indexed | 2024-04-24T15:15:51Z |
| publishDate | 2024-03-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj.art-421023532348440caea096ddbc6b9cfe2024-04-02T09:19:51ZengDe GruyterOpen Education Studies2544-78312024-03-0161839310.1515/edu-2022-0224Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video ObservationsScott Kristina0Rohde Leigh1Department of Education, Salem State University, 352 Lafayette St., Salem, 01960, MA, United States of AmericaMcKeown School of Education, Salem State University, Salem, 01960, MA, United States of AmericaStudent engagement is a complex measurement that can be viewed through behavioral, emotional, and cognitive constructs. Authentic intellectual engagement requires more than task compliance and requires teachers to make decisions and moves to promote engagement. Pre-service teachers need to have these teacher decisions deconstructed and explicitly reconstructed to “notice” and make sense of it. This study conducted a qualitative document analysis of 31 pre-service teachers’ observational reflections on a pre-selected video-recorded lesson. A pre- and post-assessment was used. When pre-service teachers were given explicit instruction on “noticing” teacher moves to enhance student engagement through multiple constructs, their understanding of student engagement within a lesson shifted from literal and compliance-focused to a multi-dimensional construct involving behavior, emotion, and cognition. The assessments also shifted focus from what the teachers did to the impact the teacher’s decisions had on student engagement and learning. Future research should look at how noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills in the classroom.https://doi.org/10.1515/edu-2022-0224teacher preparationobservationfeedback skillsexplicit instructionengagement |
| spellingShingle | Scott Kristina Rohde Leigh Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations Open Education Studies teacher preparation observation feedback skills explicit instruction engagement |
| title | Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations |
| title_full | Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations |
| title_fullStr | Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations |
| title_full_unstemmed | Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations |
| title_short | Deconstructing Teacher Engagement Techniques for Pre-service Teachers through Explicitly Teaching and Applying “Noticing” in Video Observations |
| title_sort | deconstructing teacher engagement techniques for pre service teachers through explicitly teaching and applying noticing in video observations |
| topic | teacher preparation observation feedback skills explicit instruction engagement |
| url | https://doi.org/10.1515/edu-2022-0224 |
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