An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
Video-based training offers teacher students approximations of practice for developing professional vision (PV; i.e., noticing and reasoning) of core teaching practices. While much video analysis research focuses on whole-classroom scenarios, for early PV training, it is unclear whether the focused...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-02-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.805422/full |
| _version_ | 1818296760379899904 |
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| author | Meg Farrell Monika Martin Alexander Renkl Werner Rieß Karen D. Könings Karen D. Könings Jeroen J. G. van Merriënboer Jeroen J. G. van Merriënboer Tina Seidel |
| author_facet | Meg Farrell Monika Martin Alexander Renkl Werner Rieß Karen D. Könings Karen D. Könings Jeroen J. G. van Merriënboer Jeroen J. G. van Merriënboer Tina Seidel |
| author_sort | Meg Farrell |
| collection | DOAJ |
| description | Video-based training offers teacher students approximations of practice for developing professional vision (PV; i.e., noticing and reasoning) of core teaching practices. While much video analysis research focuses on whole-classroom scenarios, for early PV training, it is unclear whether the focused instructional context of tutoring could be an appropriate and potentially supportive design element. The present study describes 42 biology teacher students’ performance on a tutoring video analysis task. With qualitative content analysis, we investigated how teacher students describe and interpret noticed tutoring events, with particular reference to research-informed PV indicators. With epistemic network analyses, we explored co-occurrences of PV indicators across teacher students’ six video analysis responses, contrasting low and high quality description and interpretation network models, respectively. We found that teacher students’ skills paralleled previous PV literature findings on novices (e.g., vague, general pedagogy descriptions). Yet, unexpectedly, some teacher students demonstrated aspects of higher sophistication (e.g., describing individual students, making multiple knowledge-based interpretations). Findings suggest tutoring is a powerful context for showing tutor-student interactions, making it suitable for initial teacher students’ PV training. Moreover, results offer hints about the range of teacher students’ PV mental models and highlight the need for more support in content-specific noticing and reasoning. Nevertheless, tutoring representations within PV video analysis training may offer teacher students support in student-centered attention and knowledge-oriented focus. |
| first_indexed | 2024-12-13T04:08:39Z |
| format | Article |
| id | doaj.art-f10f28f96bae44179497feb7396c56bc |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-13T04:08:39Z |
| publishDate | 2022-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-f10f28f96bae44179497feb7396c56bc2022-12-22T00:00:07ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-02-01710.3389/feduc.2022.805422805422An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video AnalysisMeg Farrell0Monika Martin1Alexander Renkl2Werner Rieß3Karen D. Könings4Karen D. Könings5Jeroen J. G. van Merriënboer6Jeroen J. G. van Merriënboer7Tina Seidel8TUM School of Social Sciences and Technology, Department of Educational Sciences, Technical University of Munich, Munich, GermanyInstitute for Psychology, University of Freiburg, Freiburg, GermanyInstitute for Psychology, University of Freiburg, Freiburg, GermanyInstitute for Biology and Didactics, Freiburg University of Education, Freiburg, GermanySchool of Health Professions Education, Maastricht University, Maastricht, NetherlandsSchool of Health Sciences, University of East Anglia, Norwich, United KingdomSchool of Health Professions Education, Maastricht University, Maastricht, NetherlandsInstitute of Education, National Research University Higher School of Economics, Moscow, RussiaTUM School of Social Sciences and Technology, Department of Educational Sciences, Technical University of Munich, Munich, GermanyVideo-based training offers teacher students approximations of practice for developing professional vision (PV; i.e., noticing and reasoning) of core teaching practices. While much video analysis research focuses on whole-classroom scenarios, for early PV training, it is unclear whether the focused instructional context of tutoring could be an appropriate and potentially supportive design element. The present study describes 42 biology teacher students’ performance on a tutoring video analysis task. With qualitative content analysis, we investigated how teacher students describe and interpret noticed tutoring events, with particular reference to research-informed PV indicators. With epistemic network analyses, we explored co-occurrences of PV indicators across teacher students’ six video analysis responses, contrasting low and high quality description and interpretation network models, respectively. We found that teacher students’ skills paralleled previous PV literature findings on novices (e.g., vague, general pedagogy descriptions). Yet, unexpectedly, some teacher students demonstrated aspects of higher sophistication (e.g., describing individual students, making multiple knowledge-based interpretations). Findings suggest tutoring is a powerful context for showing tutor-student interactions, making it suitable for initial teacher students’ PV training. Moreover, results offer hints about the range of teacher students’ PV mental models and highlight the need for more support in content-specific noticing and reasoning. Nevertheless, tutoring representations within PV video analysis training may offer teacher students support in student-centered attention and knowledge-oriented focus.https://www.frontiersin.org/articles/10.3389/feduc.2022.805422/fullteacher educationteacher studentsprofessional visionteacher noticingvideo analysistutoring |
| spellingShingle | Meg Farrell Monika Martin Alexander Renkl Werner Rieß Karen D. Könings Karen D. Könings Jeroen J. G. van Merriënboer Jeroen J. G. van Merriënboer Tina Seidel An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis Frontiers in Education teacher education teacher students professional vision teacher noticing video analysis tutoring |
| title | An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis |
| title_full | An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis |
| title_fullStr | An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis |
| title_full_unstemmed | An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis |
| title_short | An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis |
| title_sort | epistemic network approach to teacher students professional vision in tutoring video analysis |
| topic | teacher education teacher students professional vision teacher noticing video analysis tutoring |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.805422/full |
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