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|Title:||Silly or Substantive?: How Video Club Can Help Science Teacher Candidates See Strengths in Students’ Contributions|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Blue, L. & Pierson, A. (2022). Silly or substantive?: How video club can help science teacher candidates see strengths in students’ contributions. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 961-964). International Society of the Learning Sciences.|
|Abstract:||Teacher learning occurs at the intersection of practice, critical discourse, and reflection. Yet, the fast-paced nature of teaching makes stepping back to see students’ ideas as resources difficult for teacher candidates. Video club (Barnhart & van Es, 2020) affords a collaborative space for teacher candidates to slow down so that they can uncover and challenge underlying assumptions about students and their contributions. This study explores video club as a tool for helping teacher candidates see strengths in students’ contributions. We analyze data from science methods courses for teacher candidates, finding that video club can help them to see value in students’ contributions that they initially perceived as “silly.”|
|Appears in Collections:||ISLS Annual Meeting 2022|
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