Use MET video feedback with novice-led think-aloud discourse in teacher education, prompting trainees to also identify positive aspects of their teaching¶

Strategy · All strategies
Evidence · 5 claims (3 for, 2 mixed) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The authors recommend MET video feedback sessions in which an instructor listens to novices' think-aloud commentary and flags Noticing or Alternative comments as candidates for individual or group discussion, so the discourse is led by the novice teachers themselves rather than lecture. Because novices' reflections remained negatively tinted, "it might be advisable to train prospective teachers to also identify the positive aspects of their teaching", for example by reminding them to focus on positives or asking for alternative perspectives on critical situations.

Design Implications¶

Context¶

Requirements¶

• MET recordings of the trainee's own teaching and a think-aloud review session; an instructor who takes notes without directive comments

Constraints¶

• Novice teachers' evaluative reflections on their own teaching remained negatively tinted, which may require counteractive measures; perceived failure can reduce teaching self-efficacy

Target Learners¶

• novice / pre-service teachers
• in-service teachers in professional development

Target Learning Goals¶

• professional vision
• balanced self-reflection on teaching
• generating and weighing alternative teaching strategies

Claims¶

• Expert and novice teachers do not differ significantly in the number of alternative teaching strategies they mention when reflecting on their own MET videos [~W]
• Expert and novice teachers do not differ significantly in the number of classroom events they notice when reflecting on their own MET video footage [~W]
• The association between expertise and the valence of noticing and of alternatives holds after controlling for subject, grade level, minority status, and gender [+W]
• Novice teachers overwhelmingly frame alternative teaching strategies as improvements to their own teaching, whereas expert teachers weigh alternatives as improvements and inferior options about equally often [+W]
• Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos [+W]

Related Strategies¶

• Analyzing Video Replays
• Modeling And Think Alouds
• Think-Alouds

Examples¶

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Key Sources¶

• Keller, L., Cortina, K. S., Müller, K., & Miller, K. F. (2022). Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking. Instructional Science. https://doi.org/10.1007/s11251-021-09570-5