Research Article
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Professional Identity Development During Video Cases Discussions: Does It Make a Difference Whether Teacher Candidates Focus Their Own Videos or Experts’ Videos?

Year 2022, , 738 - 750, 20.12.2022
https://doi.org/10.33200/ijcer.1071049

Abstract

This research aimed to investigate dimensions of professional identity that have been reflected in the different video-case discussions of teacher candidates and explore the differences between own and expert video case discussions. In this qualitative case study, data were obtained from eight teacher candidates through online video case discussions implemented in three cycles among two separate groups. In the discussion platform, while one group focus on their own videos, the other group focus on expert teachers’ video. As a result, professional identity indicators, gathered under three themes, named task-based, profession-based, and self-interpretation-based indicators, were reflected in the discussions. Moreover, it is noteworthy differences between the own video-case discussion group and expert video-case discussion group in ‘profession-based and ‘self-interpretation-based’ dimensions of professional identity. Results suggest that especially discussing own video-cases can be a productive tool that helps the teacher candidates to make stronger theory-practice connections and feel like ‘a professional teacher’.

References

  • Atal, D., & Deryakulu, D. (2019). The effects of educational changes on the professional identities of information and communication technologies teachers. Pegem Journal of Education and Instruction, 9(3), 877-912. https://doi.org/10.14527/pegegog.2019.028
  • Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145-179. https://doi.org/10.1080/03057267.2014.937171
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
  • Beauchamp, C., & Thomas, L. (2010). Reflecting on an ideal: Student teachers envision a future identity. Reflective Practice, 11(5), 631-643. https://doi.org/10.1080/14623943.2010.516975
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
  • Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2012). Professional mathematics teacher identity: Analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education, 15(5), 405-424. https://doi.org/10.1007/s10857-012-9216-1
  • Bonaccorso, V. D. (2020). Video case materials and the development of collective professional knowledge. Theses, Dissertations and Culminating Projects, 524. https://digitalcommons.montclair.edu/etd/524
  • 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(2), 417-436. https://doi.org/10.1016/j.tate.2006.11.012
  • Borko, H., Virmani, R., Khachatryan, E., & Mangram, C. (2014). The role of video-based discussions in professional development and the preparation of professional development leaders. In B. D. Calandra & P. Rich (Eds.), Digital video for teacher education: Research and practice (pp. 89-108). Philadelphia, PA: Routledge.
  • Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press
  • Bullough, R. (1997). Becoming a teacher: Self and the social location of teacher education. In B. Biddle, T. Good, & I. Goodson (Eds.), International handbook of teachers and teaching (pp. 79–134). Dordrecht: Kluwer Academic Publishers. Cattley, G. (2007). Emergence of professional identity for the pre-service teacher. International Education Journal, 8(2), 337-347.
  • Chong, S., & Low, E. L. (2009). Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy and Practice, 8(1), 59-72. https://doi.org/10.1007/s10671-008-9056-z
  • Chong, S., Low, E. L., & Goh, K. C. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50-64.
  • Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
  • Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577. https://doi.org/10.1016/j.tate.2005.03.001
  • Delahunty, J. (2012).‘Who am I?’: Exploring identity in online discussion forums. International Journal of Educational Research, 53, 407-420. https://doi.org/10.1016/j.ijer.2012.05.005
  • Ezer, H., Gilat, I., & Sagee, R. (2010). Perception of teacher education and professional identity among novice teachers. European Journal of Teacher Education, 33(4), 391-404. https://doi.org/10.1080/02619768.2010.504949
  • Flores, M. A. (2020). Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145-158. https://doi.org/10.1080/02607476.2020.1724659
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002
  • Sherin, M. G., & Van Es, E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155
  • Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67. https://doi.org/10.1016/j.edurev.2015.06.001
  • Goldman, R. (2007). Video representations and the perspectivity framework:epistemology, ethnography, evaluation, and ethics. In R. Goldman, R. Pea,B. Barron, & S. J. Derry (Eds.),Video research in the learning sciences (pp. 3-38).Mahwah, NJ: Lawrence Erlbaum
  • Hatch, T., Shuttleworth, J., Jaffee, A. T., & Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education?. Teaching and Teacher Education, 59, 274-284. https://doi.org/10.1016/j.tate.2016.04.011
  • Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. https://doi.org/10.1016/j.tate.2010.06.003
  • Hover, A. (2020). Candidates use video case analysis to examine teacher questioning strategies. The New Educator, 1-16. https://doi.org/10.1080/1547688X.2020.1783413
  • Ivanova, I., & Skara-MincĿne, R. (2016). Development of professional identity during teacher's practice. Procedia-Social and Behavioral Sciences, 232, 529-536. https://doi.org/10.1016/j.sbspro.2016.10.073
  • Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694-713. https://doi.org/10.1080/01411926.2012.679614
  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995-1006. https://doi.org/10.1016/j.tate.2005.06.009
  • Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching?. Teaching and Teacher Education, 33, 13-23. https://doi.org/10.1016/j.tate.2013.02.002
  • Koc, Y., Peker, D., & Osmanoglu, A. (2009). Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher. Teaching and Teacher Education, 25(8), 1158-1168. https://doi.org/10.1016/j.tate.2009.02.020
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
  • Korthagen, F. A. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407-423. https://doi.org/10.1080/02607476.2010.513854
  • Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18. https://doi.org/10.1080/02619760903457735
  • Lim, H. W. (2011). Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation. Teaching and Teacher Education, 27(6), 969-981. https://doi.org/10.1016/j.tate.2011.05.001
  • Lutovac, S., & Assunção Flores, M. (2021). ‘Those who fail should not be teachers’: Pre-service teachers’ understandings of failure teacher identity development. Journal of Education for Teaching, 1-16. https://doi.org/10.1080/02607476.2021.1891833
  • Maclean, R., & White, S. (2007). Video reflection and the formation of teacher identity in a team of pre‐service and experienced teachers. Reflective Practice, 8(1), 47-60.
  • McDonald, S., & Rook, M. M. (2014). Digital video analysis to support the development of professional pedagogical vision. In B. Calandra, & P. Rich (Eds.), Digital video for teacher education: Research and practice (pp. 21e35). New York: Routledge.
  • Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons. Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
  • Osmanoglu, A., Koc, Y., & Isiksal, M. (2013). Investigation of using online video case discussions in teacher education: sources of evidence of mathematics learning. Educational Sciences: Theory and Practice, 13(2), 1295-1303.
  • Page, A., & Jones, M. (2018). Rethinking teacher education for classroom behaviour management: investigation of an alternative model using an online professional experience in an Australian university. Australian Journal of Teacher Education, 43(11), 84-104.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261-283. https://doi.org/10.1177/1473325002001003636
  • Perry, T., Davies, P., & Brady, J. (2020). Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching. Cambridge Journal of Education, 50(5), 615-637. ttps://doi.org/10.1080/0305764X.2020.1752619
  • Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In International handbook of teachers and teaching (pp. 1223-1296). Springer, Dordrecht.
  • Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755). New York: Routledge.
  • Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences?. Journal of Teacher Education, 59(4), 347-360. https://doi.org/10.1177/0022487108322128
  • Sancar, R., & Deryakulu, D. (2020). Video-duruma dayalı öğretimde bir yöntem: Öğretmen adaylarının kendi deneyimlerinin kurgulanması ve tartışılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 1-33. https://doi.org/10.30964/auebfd.683744
  • Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
  • Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?. Teaching and Teacher Education, 27(2), 259-267. https://doi.org/10.1016/j.tate.2010.08.009
  • Sherin, M. G., & Van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491. Retrieved from https://www.learntechlib.org/primary/p/4824/. Accessed February 20, 2021
  • Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting video clips to promote mathematics teachers' discussion of student thinking. Journal of Teacher Education, 60(3), 213-230. https://doi.org/10.1177/0022487109336967
  • So, W. W. M., Pow, J. W. C., & Hung, V. H. K. (2009). The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community. Computers & Education, 53(3), 775-786. https://doi.org/10.1016/j.compedu.2009.04.018
  • Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465. https://doi.org/10.1016/j.tate.2009.06.006
  • Tajeddin, Z., & Khodarahmi, E. (2013). EFL teachers’ professional identity: Underlying components and factors contributing to its construction. Mashhad: Paper presented in the 11th TELLSI International Conference, Tabaran Institute of Higher Education.
  • Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563-1570. https://doi.org/10.1016/j.tate.2010.06.008
  • Ulusoy, F., & Çakıroğlu, E. (2020). Exploring prospective teachers’ noticing of students' understanding through micro-case videos. Journal of Mathematics Teacher Education, 1-30. https://doi.org/10.1007/s10857-020-09457-1
  • Xiao, B., & Tobin, J. (2018). The use of video as a tool for reflection with preservice teachers. Journal of Early Childhood Teacher Education, 39(4), 328-345. https://doi.org/10.1080/10901027.2018.1516705
  • Yuan, R., & Mak, P. (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching and Teacher Education, 74, 205-214. https://doi.org/10.1016/j.tate.2018.05.009
  • Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454-462. https://doi.org/10.1016/j.tate.2010.09.015
  • Zhang, M., Koehler, M., & Lundeberg, M. (2015). Affordances and challenges of different types of video for teachers’ professional development. In B. Calandra & P. Rich (Eds.), Digital video for teacher education: Research and Practice (pp. 147-163). New York, NY: Routledge.
Year 2022, , 738 - 750, 20.12.2022
https://doi.org/10.33200/ijcer.1071049

Abstract

References

  • Atal, D., & Deryakulu, D. (2019). The effects of educational changes on the professional identities of information and communication technologies teachers. Pegem Journal of Education and Instruction, 9(3), 877-912. https://doi.org/10.14527/pegegog.2019.028
  • Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145-179. https://doi.org/10.1080/03057267.2014.937171
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
  • Beauchamp, C., & Thomas, L. (2010). Reflecting on an ideal: Student teachers envision a future identity. Reflective Practice, 11(5), 631-643. https://doi.org/10.1080/14623943.2010.516975
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
  • Bjuland, R., Cestari, M. L., & Borgersen, H. E. (2012). Professional mathematics teacher identity: Analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education, 15(5), 405-424. https://doi.org/10.1007/s10857-012-9216-1
  • Bonaccorso, V. D. (2020). Video case materials and the development of collective professional knowledge. Theses, Dissertations and Culminating Projects, 524. https://digitalcommons.montclair.edu/etd/524
  • 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(2), 417-436. https://doi.org/10.1016/j.tate.2006.11.012
  • Borko, H., Virmani, R., Khachatryan, E., & Mangram, C. (2014). The role of video-based discussions in professional development and the preparation of professional development leaders. In B. D. Calandra & P. Rich (Eds.), Digital video for teacher education: Research and practice (pp. 89-108). Philadelphia, PA: Routledge.
  • Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press
  • Bullough, R. (1997). Becoming a teacher: Self and the social location of teacher education. In B. Biddle, T. Good, & I. Goodson (Eds.), International handbook of teachers and teaching (pp. 79–134). Dordrecht: Kluwer Academic Publishers. Cattley, G. (2007). Emergence of professional identity for the pre-service teacher. International Education Journal, 8(2), 337-347.
  • Chong, S., & Low, E. L. (2009). Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy and Practice, 8(1), 59-72. https://doi.org/10.1007/s10671-008-9056-z
  • Chong, S., Low, E. L., & Goh, K. C. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50-64.
  • Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
  • Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577. https://doi.org/10.1016/j.tate.2005.03.001
  • Delahunty, J. (2012).‘Who am I?’: Exploring identity in online discussion forums. International Journal of Educational Research, 53, 407-420. https://doi.org/10.1016/j.ijer.2012.05.005
  • Ezer, H., Gilat, I., & Sagee, R. (2010). Perception of teacher education and professional identity among novice teachers. European Journal of Teacher Education, 33(4), 391-404. https://doi.org/10.1080/02619768.2010.504949
  • Flores, M. A. (2020). Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145-158. https://doi.org/10.1080/02607476.2020.1724659
  • Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002
  • Sherin, M. G., & Van Es, E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155
  • Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67. https://doi.org/10.1016/j.edurev.2015.06.001
  • Goldman, R. (2007). Video representations and the perspectivity framework:epistemology, ethnography, evaluation, and ethics. In R. Goldman, R. Pea,B. Barron, & S. J. Derry (Eds.),Video research in the learning sciences (pp. 3-38).Mahwah, NJ: Lawrence Erlbaum
  • Hatch, T., Shuttleworth, J., Jaffee, A. T., & Marri, A. (2016). Videos, pairs, and peers: What connects theory and practice in teacher education?. Teaching and Teacher Education, 59, 274-284. https://doi.org/10.1016/j.tate.2016.04.011
  • Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543. https://doi.org/10.1016/j.tate.2010.06.003
  • Hover, A. (2020). Candidates use video case analysis to examine teacher questioning strategies. The New Educator, 1-16. https://doi.org/10.1080/1547688X.2020.1783413
  • Ivanova, I., & Skara-MincĿne, R. (2016). Development of professional identity during teacher's practice. Procedia-Social and Behavioral Sciences, 232, 529-536. https://doi.org/10.1016/j.sbspro.2016.10.073
  • Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694-713. https://doi.org/10.1080/01411926.2012.679614
  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995-1006. https://doi.org/10.1016/j.tate.2005.06.009
  • Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching?. Teaching and Teacher Education, 33, 13-23. https://doi.org/10.1016/j.tate.2013.02.002
  • Koc, Y., Peker, D., & Osmanoglu, A. (2009). Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher. Teaching and Teacher Education, 25(8), 1158-1168. https://doi.org/10.1016/j.tate.2009.02.020
  • Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
  • Korthagen, F. A. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407-423. https://doi.org/10.1080/02607476.2010.513854
  • Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18. https://doi.org/10.1080/02619760903457735
  • Lim, H. W. (2011). Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation. Teaching and Teacher Education, 27(6), 969-981. https://doi.org/10.1016/j.tate.2011.05.001
  • Lutovac, S., & Assunção Flores, M. (2021). ‘Those who fail should not be teachers’: Pre-service teachers’ understandings of failure teacher identity development. Journal of Education for Teaching, 1-16. https://doi.org/10.1080/02607476.2021.1891833
  • Maclean, R., & White, S. (2007). Video reflection and the formation of teacher identity in a team of pre‐service and experienced teachers. Reflective Practice, 8(1), 47-60.
  • McDonald, S., & Rook, M. M. (2014). Digital video analysis to support the development of professional pedagogical vision. In B. Calandra, & P. Rich (Eds.), Digital video for teacher education: Research and practice (pp. 21e35). New York: Routledge.
  • Merriam, S. B., (2009). Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons. Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
  • Osmanoglu, A., Koc, Y., & Isiksal, M. (2013). Investigation of using online video case discussions in teacher education: sources of evidence of mathematics learning. Educational Sciences: Theory and Practice, 13(2), 1295-1303.
  • Page, A., & Jones, M. (2018). Rethinking teacher education for classroom behaviour management: investigation of an alternative model using an online professional experience in an Australian university. Australian Journal of Teacher Education, 43(11), 84-104.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261-283. https://doi.org/10.1177/1473325002001003636
  • Perry, T., Davies, P., & Brady, J. (2020). Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching. Cambridge Journal of Education, 50(5), 615-637. ttps://doi.org/10.1080/0305764X.2020.1752619
  • Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In International handbook of teachers and teaching (pp. 1223-1296). Springer, Dordrecht.
  • Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755). New York: Routledge.
  • Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences?. Journal of Teacher Education, 59(4), 347-360. https://doi.org/10.1177/0022487108322128
  • Sancar, R., & Deryakulu, D. (2020). Video-duruma dayalı öğretimde bir yöntem: Öğretmen adaylarının kendi deneyimlerinin kurgulanması ve tartışılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 1-33. https://doi.org/10.30964/auebfd.683744
  • Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
  • Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?. Teaching and Teacher Education, 27(2), 259-267. https://doi.org/10.1016/j.tate.2010.08.009
  • Sherin, M. G., & Van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475-491. Retrieved from https://www.learntechlib.org/primary/p/4824/. Accessed February 20, 2021
  • Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting video clips to promote mathematics teachers' discussion of student thinking. Journal of Teacher Education, 60(3), 213-230. https://doi.org/10.1177/0022487109336967
  • So, W. W. M., Pow, J. W. C., & Hung, V. H. K. (2009). The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community. Computers & Education, 53(3), 775-786. https://doi.org/10.1016/j.compedu.2009.04.018
  • Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465. https://doi.org/10.1016/j.tate.2009.06.006
  • Tajeddin, Z., & Khodarahmi, E. (2013). EFL teachers’ professional identity: Underlying components and factors contributing to its construction. Mashhad: Paper presented in the 11th TELLSI International Conference, Tabaran Institute of Higher Education.
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There are 59 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Deniz Atal 0000-0001-8030-9996

Raziye Sancar 0000-0002-2875-9233

Publication Date December 20, 2022
Published in Issue Year 2022

Cite

APA Atal, D., & Sancar, R. (2022). Professional Identity Development During Video Cases Discussions: Does It Make a Difference Whether Teacher Candidates Focus Their Own Videos or Experts’ Videos?. International Journal of Contemporary Educational Research, 9(4), 738-750. https://doi.org/10.33200/ijcer.1071049

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868