Reference : Facilitating Reflexivity in Preservice Science Teacher Education Using Video Analysis...
Scientific journals : Article
Social & behavioral sciences, psychology : Neurosciences & behavior
http://hdl.handle.net/10993/19985
Facilitating Reflexivity in Preservice Science Teacher Education Using Video Analysis and Cogenerative Dialogue in Field-Based Methods Courses
English
Siry, Christina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Martin, Sonya N. [Seoul National University, Korea]
2014
Eurasia Journal of Mathematics, Science & Technology Education
Moment Publications
10
5
481-508
Yes (verified by ORBilu)
International
1305-8215
1305-8223
[en] preservice teachers ; field-based methods courses ; video analysis ; cogenerative dialogues ; reflexivity ; science teacher education
[en] This paper presents an approach to preservice science teacher education coupling video analysis with dialogue as tools for fostering teachers‟ ability to notice and reflexively interpret events captured during teaching practicum with the intent of transforming classroom practice. In this approach, video becomes a tool with which teachers connect theory and practice, and through dialogue, develop an appreciation for how one can inform the other. Specifically, we explore the role of cogenerative dialogue in structuring individual reflection and ongoing dialogue that help facilitate reflexivity. In doing so, we elaborate on the construct of reflexivity as a potential foundation for changing practices in the science classroom and we illustrate the ways in which reflexivity and action emerged from dialogic encounters around video analysis. We draw implications about the need for innovative teaching strategies, research initiatives, and changes in science teacher education
http://hdl.handle.net/10993/19985
10.12973/eurasia.2014.1201a

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