Interdisciplinary Collaboration in Videographic Teaching Observation – InCoViTO

Research indicates that the use of scaffolded
reflection through video recordings of teaching
situations can develop pre-service teachers’
interpretation and professional understanding of
the subject they teach in relation to the pupils’
learning prerequisites. However, few studies
have focused on how pre-service teachers
use the subjects language and concepts in
their conversations with pupils, and whether
scaffolded video reflection through coding
of the recordings of students own teaching
contributes to the quality of their use of orality
and subject concept formation in their teaching
practice.
The purpose of this study is to explore pre-service
teachers understanding of subject language
and concepts in their teaching practice, their
peer to peer discussions when analyzing video
and whetherthis focus contributes positively
to academic awareness and quality of the
student teacher’s professional understanding of
language and concepts in the subjects Danish,
natural sciences, social studies and history.
By using social cultural discourse analysis as a
framework for analyzing field observation of
pre-service teachers peer-to-peer dialogues,
interviews and PLATO as a videographic tool
in the scaffolding process of the students’
analytical work, as well as in the research
analysis, the preliminary findings show that it
requires a concrete common categorization
platform of what academic language and
concepts contains in the project’s associated
subjects. The study also points to a challenge
for the students in translating theories and
academic language into actual teaching
practice. However, our preliminary results also
indicate that student teachers’ videographic
coding and video analysis of their own teaching
practice leads to increased awareness in
relation to developing a reflected use of
academic language in their teaching practice.
The study contributes with important insight to
the QUINT projects’ theme four; development
of video-based teacher training - in relation
to subject specific academic linguistic and
conceptual awareness in a teaching context.