Deconstructing Teacher Engagement Techniques for Pre-Service Teachers through Explicitly Teaching and Applying 'Noticing' in Video Observations

De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: [email protected]; Web site: http://www.degruyter.com

Y

12

Teaching Methods; Preservice Teachers; Direct Instruction; Observation; Video Technology; Feedback (Response); Learner Engagement; Teaching Skills; Decision Making; Preservice Teacher Education; Classroom Environment; Teacher Student Relationship; Interaction; Prior Learning; Pacing

10.1515/edu-2022-0224

2544-7831

Student engagement is a complex measurement that can be viewed through behavioral, emotional, and cognitive constructs. Authentic intellectual engagement requires more than task compliance and requires teachers to make decisions and moves to promote engagement. Pre-service teachers need to have these teacher decisions deconstructed and explicitly reconstructed to "notice" and make sense of it. This study conducted a qualitative document analysis of 31 pre-service teachers' observational reflections on a pre-selected video-recorded lesson. A pre- and post-assessment was used. When pre-service teachers were given explicit instruction on "noticing" teacher moves to enhance student engagement through multiple constructs, their understanding of student engagement within a lesson shifted from literal and compliance-focused to a multi-dimensional construct involving behavior, emotion, and cognition. The assessments also shifted focus from what the teachers did to the impact the teacher's decisions had on student engagement and learning. Future research should look at how noticing skills in video observations can transfer to the pre-service teachers developing their teaching skills in the classroom.

As Provided

2024

EJ1417884