ERIC Number: EJ1038384
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 51
Collaboratively Exploring the Use of a Video Case-Based Book as a Professional Development Tool
Smithenry, Dennis W.; Prouty, Jessica; Capobianco, Brenda M.
Journal of Science Education and Technology, v22 n5 p735-750 Oct 2013
Although the literature contains many examples of extensive professional development (PD) programs, most science teachers experience only a few hours of PD each year. To address this reality, alternative PD delivery tools need to be examined. Since the mid-1990s, video cases have emerged as a flexible form of PD where in-service teachers can repeatedly and vicariously view reform teaching practices enacted within the classroom context. Recently, PD developers have taken video cases to another level by embedding them into print and electronic books. In these video case-based books (VCBBs), the reader is iteratively prompted to watch a video case and read commentaries by the teacher featured in the video. In this study, we used collaborative action research (CAR) to explore what happened when a fourth-year biology teacher attempted to use a VCBB as a PD tool to enact the whole-class inquiry model (presented within the VCBB) into her curriculum. Specifically, we critically examined the extent to which the teacher was able to enact the model, the challenges she experienced, and the manner in which she utilized the VCBB. Our findings indicate that the teacher was able to use the VCBB, in conjunction with CAR, to make significant changes to her teaching practice. The results also point to the possibility of a new PD model where the VCBB provides a "vision" of reform teaching and the collaborative exploration of the VCBB as a PD tool affords the "space" needed to reach that vision.
Descriptors: Science Teachers, Faculty Development, Case Method (Teaching Technique), Video Technology, Inservice Teacher Education, Books, Electronic Publishing, Action Research, Participatory Research, Biology, Inquiry, Active Learning, Educational Change
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A