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Different Camera Perspectives, Different Observations?: Pre-Service Science Teachers' Noticing and Perceived Usefulness on Different Classroom Videos
Abstract
This exploratory study investigated pre-service science teachers' (PSTs') learning in the context of a teacher education activity involving the use of innovative video technology. Specifically, the study investigated the nature of the PSTs' noticing when viewing different videos of their rehearsals of a core practice: eliciting and working with student thinking and PSTs' perceived usefulness of viewing and reflecting on different types of video footage. PSTs' rehearsals were recorded by multiple cameras at various locations, including a video recorder at the rear of the classroom, camera goggles worn by the PST, and a student actor. Findings reveal that the PSTs showed different observation foci, observation specificity, and analytic approach when analyzing different types of footage. Although the PSTs rated viewing all types of footage as useful in enhancing their learning, they gave more favorable ratings on videos filmed from the back of the classroom than the point-of-view footage. The implications of using videos to support PSTs' learning are discussed.
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