Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-02-26 DOI:10.1177/00224871231153108

Caroline B. Ebby, J. Remillard, Lindsay T. Goldsmith-Markey

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Abstract

Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students’ emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice teacher education. Conceptualizing teacher learning as socially situated within a discourse community, we consider how participation in the asynchronous inquiry group supported both collective interpretations and individual growth in implementing responsive instructional practices. Findings suggest that giving and receiving asynchronous feedback provided novice teachers with opportunities to engage in dialogic conversations that involved several types of deliberation related to responsive teaching and the development of adaptive expertise. This study provides evidence of the potential of asynchronous teacher inquiry groups and the importance of giving, as well as receiving, feedback on practice.

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通过围绕实践视频记录的异步协作话语学习响应式教学

响应学生思维的教学实践是复杂且具有挑战性的，特别是对新手教师而言。熟练的响应式教学包括适应性专业知识，或考虑和回应学生突发想法的能力。本研究探讨了职前教师教育中引入的数字谈话程序的制定，并通过参与视频反馈探究小组来探讨早期职业教师的学习。将教师学习概念化为话语社区中的社会情境，我们考虑异步探究小组的参与如何在实施响应式教学实践中支持集体解释和个人成长。研究结果表明，给予和接受异步反馈为新手教师提供了参与对话对话的机会，对话涉及与响应式教学和适应性专业知识发展相关的几种类型的审议。这项研究证明了异步教师探究小组的潜力，以及在实践中给予和接受反馈的重要性。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).