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"Developing a Critical Discourse About Teaching and Learning: The Case of a Secondary Science Video Club"

2/22/2020

 
Alumna Tara Barnhart (Ph.D. '16) and Associate Professor Elizabeth van Es published an article in the Journal of Science Teacher Education: "Developing a Critical Discourse About Teaching and Learning: The Case of a Secondary Science Video Club."

Barnhart, who specialized in Learning, Cognition, and Development as a doctoral student, is an assistant professor of science education at Chapman University. Her research interests include teacher learning in artifact-rich professional development environments, teacher noticing, and science education.

van Es studies teacher cognition, pre-service teacher education, in-service teacher professional development, teacher learning communities, and uses of video in teacher learning. She also serves at Associate Dean in the School of Education.
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Tara Barnhart
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Elizabeth van Es
Abstract

​Video is used widely to support teachers’ learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others’ efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learning. These findings contribute to research on video clubs as a professional development model to support teacher learning, as well as make visible how teachers shifted to develop a more critical lens for discussing teaching and learning. This study has implications for designing professional learning that will result in sustained, generative development in the context of instructional reform.

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