Skip to main content
SpringerLink
Log in

Developing Preservice Teachers’ Knowledge of Science Teaching Through Video Clubs

Journal of Science Teacher Education

Cite this article

Abstract

Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in Journal of Research in Science Teaching 30:471–481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for teaching is a crucial and ongoing question for preservice teacher educators. Recently, video clubs are being explored as potential contexts for teacher learning (Barnhart & van Es in Teaching and Teacher Education 45:83–93, 2015; Sherin & Han in Teaching and Teacher Education 20:163–183, 2004). We hypothesized that pairing video clubs with student teaching experiences would provide a forum for preservice teachers to discuss issues relevant to their professional trajectory through exposure to models of peer teaching and opportunities to reflect on practice. In this study, we explored how secondary science preservice teachers used video club to restructure their overall science knowledge into science knowledge for teaching. Our findings suggest that video clubs allowed preservice teachers to access and leverage student thinking and instructional resources to deepen their understanding of science content and trajectories for science learning.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

References

  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.

    Article  Google Scholar 

  • Barnhart, T., & van Es, E. A. (2015). Learning to analyze teaching: Developing pre-service science teachers’ abilities to notice, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83–93.

    Article  Google Scholar 

  • Berliner, D. C., Stein, P., Sabers, D. S., Clarridge, P. B., Cushing, K. S., & Pinnegar, S. (1988). Implications of research on pedagogical expertise and experience in mathematics teaching. In D. A. Grouws & T. J. Cooney (Eds.), Perspectives on research on effective mathematics teaching (pp. 67–95). Reston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24, 417–436.

    Article  Google Scholar 

  • Brophy, J. (2004). Using video in teacher education. Amsterdam: Elsevier.

    Google Scholar 

  • Carlsen, W. S. (1993). Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers’ classrooms. Journal of Research in Science Teaching, 30, 471–481.

    Article  Google Scholar 

  • Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.

    Google Scholar 

  • Childs, A., & McNicholl, J. (2007). Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourse. International Journal of Science Education, 29, 1629–1653.

    Article  Google Scholar 

  • Crawford, B. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44, 613–642.

    Article  Google Scholar 

  • Davis, E. A., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76, 607–616.

    Article  Google Scholar 

  • Dyson, A. H. (2005). On the case. New York, NY: Teachers College Press.

    Google Scholar 

  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.

    Article  Google Scholar 

  • Ford, M. J., & Forman, E. (2006). Redefining disciplinary learning in classroom contexts. Review of Research in Education, 30, 1–30.

    Article  Google Scholar 

  • Forman, E. A. (2003). A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 333–352). Reaston, VA: National Council of Teachers of Mathematics.

    Google Scholar 

  • Gee, J. P. (2011). An introduction to discourse analysis: Theory and method (3rd ed.). New York, NY: Routledge.

    Google Scholar 

  • Halim, L., & Meerah, S. M. (2002). Science trainee teachers’ pedagogical content knowledge and its influence on physics teaching. Research in Science and Technological Education, 20(2), 215–225.

    Article  Google Scholar 

  • Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47, 181–217.

    Article  Google Scholar 

  • Käpylä, M., Heikkinen, J.-P., & Asunta, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 31, 1395–1415.

    Article  Google Scholar 

  • Kind, V. (2014). A degree is not enough: A quantitative study of aspects of pre-service science teachers’ chemistry content knowledge. International Journal of Science Education, 36, 1313–1345.

    Article  Google Scholar 

  • Larkin, D. (2012). Misconceptions about “misconceptions”: Preservice secondary science teachers’ views on the value and role of student ideas. Science Education, 96, 927–995.

    Article  Google Scholar 

  • Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129–146.

    Article  Google Scholar 

  • Márquez, C., Izquierdo, M., & Espinet, M. (2006). Multimodal science teachers’ discourse in modeling the water cycle. Science Education, 90, 202–226.

    Article  Google Scholar 

  • Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching? Evidence from an empirical study. Research in Science Education, 42, 245–260.

    Article  Google Scholar 

  • Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48, 117–148.

    Article  Google Scholar 

  • Sanders, L. R., Borko, H., & Lockard, J. D. (1993). Secondary science teachers’ knowledge base when teaching science courses in and out of their area of certification. Journal of Research in Science Teaching, 30, 723–736.

    Article  Google Scholar 

  • Saxe, G. B., Gearhart, M., Shaughnessy, M., Earnest, D., Cremer, S., Sitabkhan, Y., … Young, A. (2009). A methodological framework and empirical techniques for studying the travel of ideas in classroom communities. In B. Schwarz, T. Dreyfus, & R. Hershkowitz (Eds.), Transformation of knowledge through learning and interaction (pp. 201–223). New York, NY: Routledge.

    Google Scholar 

  • Sherin, M. G., & Han, S. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163–183.

    Article  Google Scholar 

  • Sherin, M. G., & Linsenmeier, K. (2011). Pause, rewind, reflect: Video clubs throw open the classroom doors. Journal of Staff Development, 32(5), 38–41.

    Google Scholar 

  • Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to interpret classroom interactions. Journal of Technology and Teacher Education, 13, 475–491.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Article  Google Scholar 

  • Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., … Labuda, K. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching, 36, 930–954.

    Article  Google Scholar 

  • Smith, A. A., Banilower, E. R., Nelson, M. M., & Smith, P. S. (2013). The status of secondary science education in the United States: Factors that predict practice. Chapel Hill, NC: Horizon Research Inc.

    Google Scholar 

  • Star, J. R., Lynch, K., & Perova, N. (2011). Using video to improve mathematics’ teachers’ abilities to attend to classroom features: A replication study. In M. Sherin, V. R. Jacobs, & R. A. Philipp (Eds.), Mathematics teachers’ noticing: Seeing through teachers’ eyes (pp. 117–133). New York, NY: Routledge.

    Google Scholar 

  • Star, J. R., & Strickland, S. K. (2007). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107–125.

    Article  Google Scholar 

  • Stevens, R., & Hall, R. (1998). Disciplined perception: Learning to see in technoscience. In M. Lampert & M. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107–149). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Stigler, J., & Hiebert, J. (1999). The teaching gap. New York, NY: The Free Press.

    Google Scholar 

  • Stockero, S. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11, 373–394.

    Article  Google Scholar 

  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research, techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Trygstad, P. J. (2013). 2012 National Survey of Science and Mathematics Education: Status of elementary school science. Chapel Hill, NC: Horizon Research Inc.

    Google Scholar 

  • van Es, E., & Sherin, M. (2008). Mathematics teachers “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244–270.

    Article  Google Scholar 

  • Wyckoff, S. (2001). Changing the culture of undergraduate science teaching: Shifting from lecture to interactive engagement and scientific reasoning. Journal of College Science Teaching, 30(5), 306–312.

    Google Scholar 

Download references

Author information

Author notes

    Authors and Affiliations

    1. Vanderbilt University, Nashville, TN, USA

      Heather J. Johnson & Michelle E. Cotterman

    Authors
    1. Heather J. Johnson
      View author publications

      You can also search for this author in PubMed Google Scholar

    2. Michelle E. Cotterman
      View author publications

      You can also search for this author in PubMed Google Scholar

    Corresponding author

    Correspondence to Heather J. Johnson.

    Additional information

    Heather J. Johnson and Michelle E. Cotterman contributed equally to this work.

    About this article

    Check for updates. Verify currency and authenticity via CrossMark

    Cite this article

    Johnson, H.J., Cotterman, M.E. Developing Preservice Teachers’ Knowledge of Science Teaching Through Video Clubs. J Sci Teacher Educ 26, 393–417 (2015). https://doi.org/10.1007/s10972-015-9429-0

    Download citation

    • Published:

    • Issue Date:

    • DOI: https://doi.org/10.1007/s10972-015-9429-0

    Keywords

    search

    Navigation