ERIC Number: ED360298
Record Type: RIE
Publication Date: 1993-Apr
Video Cases and the Thinking of Preservice Teachers.
Copeland, Willis D.
This conference paper describes methodological tools being used to examine teachers' cognitive lives and to describe the meaning that teachers make of teaching, learning, and students in classrooms. Methodological difficulties with the "subsequent recall" approach and the "stimulation of current thought" approach are discussed. A set of techniques is then described that addresses the problems of comparability, internal validity, fidelity, and verisimilitude. The method involves making video recordings of cases that depict teachers and students involved in activities typically found in classrooms, recorded without unusual coaching or preparation in live classrooms. To assess the process of meaning-making in teachers, all respondents then view the same case; videodiscs are used to allow for easy retrieval of any section of the case; the time between the respondents' initial meaning making as they examine the case and the time in which they describe their meaning is minimal; open-ended questions are used to reduce interviewers' influence on interview content; and key phrases elicited from the respondent during the interview are listed by the researcher on cards and then sorted into groups and labeled by the respondent, to develop an additional benchmark by which researchers can attempt to understand the respondents' meaning making. (Contains 14 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).