JournalofTeacherActionResearch1
JournalofTeacherActionResearch-Volume5,Issue2,2019,practicalteacherresearch.com,ISSN#2332-2233
©JTAR.AllRightsReserved
JTAR EDITORS
JTAR JournalofTeacherActionResearchVolume5,Issue2,2019
ProceduralChecklistInterventiontoIncreaseMathAssignmentCompletion 4AmongStudentswithHighIncidenceDisabilitiesMartinRiosCalliLewisChiu
ParallelConferencing:Co-ViewingAndCo-AssessingTeacherCandidates’Videos 22StephanieKotch-Jester ElizabethSoslau VickiGoettel BridgetDudaNicholasBellDeirdreLillyReflections:ExploringStudentWritingSelf-EfficacyIntheOnlineEnvironment 39SharonicaNelsonEngagingEducationMajorsToEmbraceDiversityThroughExpressiveArts 56AnnetteMohanGraceJepkemboiReshapingPractice:AnActionResearchProjectExploringWritingInstruction 77KateRollMargaretVaughnWritinginMathematicstoIncreaseStudentUnderstanding 95AshleyHarlanPerceptionsofFlexibleSeating 120MaryEllenSorrell
JTAR AbouttheJournal
Foundedin2013,theJournalofTeacherActionResearch(ISSN:2332-2233)isapeer-reviewedonlinejournalindexedwithEBSCOthatseekspracticalresearchthatcanbeimplementedinPre-Kindergarten
throughPost-Secondaryclassrooms.Theprimaryfunctionofthisjournalistoprovideclassroomteachersandresearchersameansforsharingclassroompractices.
Thejournalacceptsarticlesforpeer-reviewthatdescribeclassroompracticewhichpositivelyimpactsstudentlearning.Wedefineteacheractionresearchasteachers(atalllevels)studyingtheirpracticeand/ortheirstudents'learninginamethodicalwayinordertoinformclassroompractice.Articlessubmittedtothejournalshoulddemonstrateanactionresearchfocuswithintenttoimprovethe
author’spractice.
EditorialTeam
Co-EditorsGilbertNaizer,Ph.D. AprilSanders,Ph.D.
TexasA&MUniversity-Commerce SpringHillCollege
AssociateEditorsLauraIsbell,Ph.D. TamiMorton,Ph.D. SusanWilliams
TexasA&MUniversity-Commerce TexasA&MUniversity-CommerceTexasA&MUniversity-Commerce
ProductionEditorandWebmasterChaseYoung,Ph.D.
SamHoustonStateUniversity
www.practicalteacherresearch.com
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PARALLELCONFERENCING:CO-VIEWINGANDCO-ASSESSINGTEACHERCANDIDATES’VIDEOSStephanieKotch-Jester
ElizabethSoslau
VickiGoettel
BridgetDuda
NicholasBell
DeirdreLilly
UniversityofDelaware
AbstractThepurposeofthisactionresearchwastoexamineanalternativemethodofobservingteachercandidate’sinstructionalpracticesthroughtheuseofvideoandone-to-oneconferencingbetweentheuniversityfieldinstructorandteachercandidate.Wedevelopedaninnovativestrategytofieldinstructionthatworkedtowardssolvingatwo-partproblem(a)managingalargeworkloadand(b)preparingcandidatesforvideo-basedreflection.Themixed-researchapproachincludedelementsofself-studyandpractitionerresearchtoidentifythechallengesandbenefitsofco-viewingvideo,thetopicsdiscussedduringco-viewing,andtheinitiatorsofthereflectivediscussions.Severalchallengesandbenefitsofco-viewingvideoofpracticewereuncovered.Eventhoughchallengeswereidentified,parallelconferencingmixedwithliveobservationswasfavoredbyteachercandidates.Discussionswerefocusedacrossfivethemeswithpupilbehaviorshowingthemostfrequentedtopic.Initiatorsofthediscussionsequalizedfromthebeginningofthesemestertotheend.Overtime,thecandidatesbegantoinitiatetheconversationsofpractice.Weproposethatmixingparallelconferencingwithliveobservationscouldfunctionascosteffectivesolutiontomaintaininghighqualityfieldinstruction.
Keywords:teacheractionresearch,teacher candidates, video conferencing, field instruction
Introduction
Inthispaper,we,university-basedfieldinstructors(studentteachingsupervisors),examineanalternativemethodofconductingpost-lessonobservationconferenceswithteacher
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candidatescoupledwithtraditionalfield-basedliveobservations.Wehavelabeledouralternativemethodofconferencesasparallelconferencing.Parallelconferencingoccurswhentheuniversity-basedfieldinstructorandtheteachercandidatesittogethertoco-viewandco-evaluateavideorecordingofthecandidate’steaching.Thedevelopmentofourparallelconferencingprotocolevolvedfromtwoproblemsthatweidentifiedduringthestudentteachingsemester.
First,anewlyimplementednationalteacher-licensingexam,theEducationTeacherPerformanceAssessment(edTPA)requiredourcandidatestorecordtheirpracticeandwritedeepreflectionsbasedontheirteachingvideos.Ourcandidatesconsistentlystruggledtopurposelyviewandannotatetheirinstructionalvideos.Theydidnotidentifyevidenceofeffectivepracticesorineffectivepractices,nordidtheyreflectinmeaningfulwaystowardsthegoalofimprovingtheirpractice.Candidates’reflectionsweresuperficialandoftenfocusedonstudentbehaviorversusinstructionaldecision-makingorimpactonpupillearninganddevelopingunderstandingofcontent.Second,duetoprogramrestructuringuniversity-fieldinstructors’supervisionloadsdoubledresultinginteacherstudentratiosofupto1:24.
Weknewthatweneededtodevelopanewobservationandconferencingapproachtoensurethatourcandidatesreceivedconsistentandtimelyfeedbackwhilemaintainingtheoverallqualityofourfieldinstruction.Sincethevalueoffieldinstructionliesinthepost-debriefingconference,asopposedtooursilentandpassiveobservationoflessons(Soslau,2012),wedecidedtoforgothetimespentobservingourstudents,andreallocateallofourtimetotheinstructionalcomponentofourworkwithcandidates.Videorecordingswouldnowtaketheplaceofsome,notall,ofourfieldobservations.Todiscernifthebenefitsofparallelconferencingoutweighedthepotentialchallenges,whilealleviatingtheworkloadissuesassociatedwithdoublingfieldinstructors’loads,weaskedthefollowingquestions:
• Whatarethebenefitsandchallengesofco-viewingvideorecordingsduringone-on-onepost-lessonconferences?
• Whattopicsaremostfrequentlydiscussed?
• Whoinitiatesthetopicanddoestheinitiatorrolechangeovertime?
• Asaresultofthestudy,whatrefinementtotheparallelconferencingprotocolisnecessary?
LiteratureReview
Videoforreflection.Researchaboutpreserviceteacherpreparation,andspecificallythestudentteachingpracticum,makesitclearthatvideocanbeusedtohelpcandidatesreflectontheirpractice(Rich&Hannafin,2009;Santagata&Guarino,2011;Star&Strickland,2008;Santagataet.al,2007;Schepensetal,2007;Star&Strickland,2008;vanEs&Sherin,
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2008;vanEs,2009,Seidel,etal.,2013;Tripp&Rich,2012).However,reflectingonvideoonone’sownrequiresthecandidatetoemployasetofnoticingandanalysisskillsthattheymaynothavedevelopedyet.Seidel,Blomberg,&Renkl(2013)provideevidencethatstructuredguidancebyafieldinstructorimprovedteachercandidates’abilitiestonotice.Teachercandidates’wholearntodevelopalternativeinterpretationsofeventsandnoticenovelfeaturesofseeminglyroutineproblems,arebetterabletoexaminepupilthinkingretrospectivelyinwaysthatwouldbeimpossibletodoinrealtime(vanEs&Sherin,2008;vanEs,2009;Sherin&vanEs,2009;Sherin,Linsenmeier,&vanEs,2009).Notonlycanvideobeusedtohelpteachcandidateslearnhowtonoticeandassesstheirpractice,buttheuseofvideohasalsobeenshowntomotivatenoviceteacherstoimplementchangestotheirpractice(Tripp&Rich,2012)andengageinself-assessmentsfirmlyrootedinrealproblemsofpractice(Rich&Hannafin,2009).
PersonalPracticalKnowledgeandProfessionalKnowledge.Sincethisworkwasauthenticallymotivatedbytheresearcherswhoalsoservedasthefieldinstructorsforthecandidatesinthisstudy,weusedtwocomplementaryconceptualtheories;(a)professionalknowledgelandscapeand(b)personalpracticalknowledge(Clandinin&Connelly,1995;Connelly&Clandinin,1990).Todeveloptheparallelconferencingprotocolandmakesenseofourdata,wepurposefullyemployedourpersonalpracticalknowledgeoffieldinstructionandpostlessonobservationconferencing.Withacombinedtotalofover65yearsofexperienceasfieldinstructors,weknowfirst-handtheshiftsinpracticethathavebeennecessarytosupportourcandidatesandthustheprofessionalknowledgelandscapeisbothfamiliarandusefultousaswedevelopedandcarriedoutthisstudy.
Context.Weserveasfieldinstructorsatamid-sizedpublicuniversitysituatedonthemid-AtlanticcoastoftheUnitedStatesofAmerica.Allsix-fieldinstructorsparticipatedinthedevelopmentandimplementationofthisstudy.Fourofthefieldinstructorsarefulltimeclinicalfacultyandtheothertwoarefulltimeprofessionalstaff.Facultyfieldinstructorstypicallycarryasmallerloadofcandidatesrangingbetweentwelveandseventeen,whilefulltimeprofessionalstaffcanserveuptotwenty-fourcandidatesatatime.Twoofthefieldinstructorshaveterminaldegreesandtwoinstructorsarecurrentlyenrolledinadoctoralprogram.Threefieldinstructorsgraduatedfromtheteacherpreparationprogramthattheynowserve.
Ourcandidatescompleteafour-yearundergraduatebachelorsdegreeandearntwocertifications(1)elementaryeducation(2)specialeducationoramiddleschoolcontent.Therewere98candidateswhoaparticipatedinthestudy.Themajorityofourcandidatesarefemale,cis-gendered,heterosexual,white,andmiddletoupperclass.Candidatesareplacedinmostlysuburbansettingswithalowpercentageofpupilsofcolor.Weusethecoteachingmodelforstudentteaching(Soslau,Gallo-Fox,&Scantlebury,2018;Soslau,Kotch-Jester,Scantlebury,2018).Coteachingensuresthatthefocusofthepracticumistosupportpupillearningwhilealsoattendingtotheprofessionallearningneedsofbothteachers(candidates’andclassroommentorteachers’).
Normally,fieldinstructorsobserveandconductpost-debriefingconferenceswitheachcandidateeveryotherweek.Observationscanlastbetween30and90minuteswhile
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debriefingconferencesusuallyrangefrom45to60minutes.Pre-lessonconferencesareunusual,butdotakeplace.Fieldinstructorsalwaysprovidecandidateswithawrittenrecordoftheobservationaswellasanynotesorfeedbacksuggestions.Oftenfieldinstructorswillalsoprovideextensivefeedbackonlessonplansandothercandidate-generatedcurricularmaterials.
ParallelConferencingProtocolandProcedures.Allfieldinstructorsconductedlive,real-timeobservationsandconferenceswiththeirteachercandidatesduringthefirstfewweeksofthetwelve-weekstudentteachingpracticum.Therewereseveralreasonswemadethisdecision.First,candidateswerefamiliarwiththeprocessoflive,real-timeobservations.Second,thesein-personon-sitemeetingsallowedfieldinstructorstogainabettersenseoftheclassroomenvironmentandbegintobuildandmaintainrapportwiththeclassroomhostteacher.Third,wedidnotwantourdecisionmakingtoinadvertentlysignaltoouruniversityadministratorsthatwedidnotvalueliveobservations,causingthemtocutclassroom-visitsasafundingpriority.
Forthesecondroundofobservationsandconferences,allfieldinstructorsaskedcandidatestorecord30to60minutesofalessonandpreparetoco-viewthelessonwiththeirrespectivefieldinstructorduringaparallelconferencingsession.Thesesessionstookplaceduringweeksfourthroughsix(ofthetwelveweekpracticum)atalocationconvenienttothedyadincludingplacessuchastheschool-practicumsite,universityoffices,orotheruniversitylocation.Thetotaltimeoftheconference,inclusiveofco-viewing,wasonehourtoanhourandfifteenminutes.Inadditiontobeingresponsibleforbringingthevideoclip,candidatesalsopresentedwrittendocumentationoftheirlessonplan,lessonmaterials,andstudentwork.
Fieldinstructorsopenedtheparallelconferencebyreadingfromabriefscriptwithpre-viewingprompts,whichexplainedtheproceduresandcreatedspaceforthecandidatetoaskanyquestionsandprovideanynecessarybackgroundcontextualinformationbeforeviewingthelesson.Candidateswereencouragedtopausethevideowhentheynoticedanaspectoftheirpracticethatwentwell,thattheywishedtoimprove,orforanyotherreasonthattheydeemednecessarytodiscuss.Candidateswerealsoinformedthatinstructorswouldpausethevideotoaskprobingquestionsandtolearnmoreabouttheinvisiblewebofdecision-makingthatcouldnotbeseenbysimplyobservingthecandidate’sinstruction.Instructorsusedaparallelconferencetrackingformtotakenotesandcollectfielddataaboutthenumberoftimesthevideowaspausedandbywhom,andwhichtopicsofconversationdominatedtheco-evaluationsession.
ParallelConferenceProtocolPrompts.Whenfieldinstructorspausedthevideo,theyaskedquestionsaimedatprobingthecandidates’invisiblethinkingsuchas,
• Whatwereyouthinkingatthispoint?• Canyoushareabitaboutyourrationaleforthisdecision?• InoticeX…whatdoyounotice?
Orusedsentencestarterssuchas,
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• Explainwhy…• Tellmeabout…
Laterintheprotocol,fieldinstructorspushedforcandidatestouseevidencetoevaluatetheunfoldinglesson.Thesepromptsincludedquestionssuchas,
• Whatdoyounoticeaboutdowntime,non-instructionaltime?• Howarethestudentsfeelingatthispoint,howdoyouknow,isthatwhatyouhad
hoped,whyorwhynot?• Canyoufindevidenceoftimeswhenyouencouragedpupilthinking?• Doesyourbodylanguagematchyourintentions/voice?
Reflectivepromptswerealsousedandtiedtocandidates’evaluationoftheirlessons.Forexample,
• Weretheresteps,directions,materials,orotheraspectsofthelessonthatcouldhavebeenplanneddifferentlyormoreefficiently?
• Howdidyourpriorreflectionsonyourlessonsimpactyourteachingtoday?
Sincepriorresearchonfieldinstructionpracticespointedtothenecessityofmeta-conferencing,orconferencingaboutthevalueoftheconferenceactivityitself(Soslau,2015a,2015b),wealsoasked,
• Whatdidyoulearnfromthisconference?• Whatquestionsdoyoustillhave?
Towardstheendofeachconference,usingwhatisknownastemporallyconnectedtechniques(Conway,2001)wepushedourcandidatestoplanforfuturereflectionbyasking,
• Whatwillyoureflectontomorrow?• Whatisthemostimportantquestionyouwanttoaskyourself?• Whatisyourhopeforyournextlesson(connectedornotconnectedtothislesson)?
Finally,weencouragedcandidatestounderstandthatthereflectiveprocesswewereengagingtheminwasonethattheycouldemployontheirown,duringtheirin-servicetenure.Forexample,weoftenclosedourconferenceswith,
• Howdoesourcollaborativeconferencingpracticecompareandcontrastwithyourimaginedreflectiveself-assessmentprocessasafulltimepractitioner?”
Methodology
Weemployedamixedresearchapproachthatwouldlargelybeconsideredactionresearch(Anderson&Herr,1999).Thoughwealsousedelementsofself-study(Tidwell,Heston,&Fitzgerald,2009),andpractitionerresearch(Cochran-Smith&Lytle,2009).Datawereculledfromourparallelconferencingnotes,fieldnotes,audiorecordingsofconferences,
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candidateinterviews,andfieldinstructorresearchmeetingnotes.Todeveloptheconferencingprotocol,thefieldinstructionresearchteammetmonthlytodiscussthepurposeandgoalsofparallelconferencing.Theyjointlydevelopedtheparallelconferencingprocedureaswellastheprotocol,whichincludedpromptsandprobesforthedebriefingconference.
Oncetheprotocolwasdeveloped,theteammetthroughoutthesemestertodiscussdatacollection,emergingfindings,andsharefieldnotes.Anend-of-semestermeetingwasusedtosharefieldinstructorperspectives.Dataanalysisoffieldnotesandparallelconferencingtranscriptshappenediterativelysincethesharingofoneresearcher’sdataandanalysisinfluencedthedataanalysisoftheotherfieldinstructors.Forexample,overtime,wedevelopedalistofcodestoidentifythemajorthematictopicsthatrelatedtoreasonsforpausingthevideoduringco-viewing.Dataaremostlyqualitative,thoughsomefrequencieswerecalculatedtodeterminewhichtopicscutacrossallofthefieldinstructors’datasets.
Results
TopicsDiscussed.Todeterminethemajortopicsdiscussedduringparallelconferencing,fieldinstructorscodedtheirtranscribeddata.Duringourmonthlymeetings,wediscussedourcodesanddeterminedwhichcodescutacrossalldatasetstiedtoeachfieldinstructor.Table1includesthetopicsdiscussedduringconferenceswithcandidates.
Table1:TopicsDiscussedwithExplanations
Topics Explanation
PupilBehaviorOneormorepupilsisactingoutanddisruptingtheirownlearningor
thelearningofthosearoundthem
FocusPupilsAfocuspupilisselectedduetoapredeterminedlearning
need
NoticeSomeAnomalyTheteacherstraysfromthelesson,anumberofchildren
leavetheroom,orsomeotherunplannedeventtranspires
PushingforaRationale/Justification
Attemptstouncovercandidatethinkingwhichisnotreadilyaccessiblebyobservingcandidates’
behavior/practice
IdentifyingPointsofConfusion
Noticingwhenchildrenareconfusedbythedirections,content,orsomeotheraspectofthelesson
Thesetopicsareoft-addressedtopicsintheliteratureonnoviceteacherlearning.Classroommanagementandtheabilitytocreatealearningenvironmentwhereallpupilsexhibit
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sociallydesirablebehaviorsareincrediblydifficultfornewteachers.Similarly,weknowthatfieldinstructorsmustpushforcandidates’rationalesandjustificationsbeforeattemptingtoprovideasuggestionorgivingsomeothertypeofevaluativefeedback,sincedoingsowouldmakeallutterancespredicatedonthefieldinstructors’assumptionsandattributionsaboutthecandidates’intent(Soslau,2012;2015a).
Whohitpausemoreoften?Asaforementioned,wewerealsointerestedinlearningwhethercandidateswouldtakeupthepracticeofinitiatingtopicsofconversationbyself-selectingtopausethevideoanddiscusssomethingtheynoticedpertainingtotheirpracticeorinternaldecisionmaking.Tothisend,eachfieldinstructorkepttrackofwho“hitpause”whenwatchingthevideoduringallofthreeoftheirparallelconferences.Table2belowdenotesthefrequenciesandchartsthedataovertime.Thisenabledustotrackiftherewereanyshiftsintheroleofinitiatorthroughouttheexperience.Thegrayedboxesindicatealossofdatafortheparticularfieldinstructor.Onefieldinstructordidnotreportanyinitiatornumbers.
Table2:Fieldinstructor(FI)andN=TeacherCandidates(TC)relatedtopersonwho“hit
pause”
Conference 1 Conference 2 Conference 3 Totals
FI TC FI TC FI TC
FI#1 (N=24) 44 59 25 29 11 13 181
FI#2 (N=20) 67 45 58 53 20 20 263
FI#3(N=17) 54 40 11 13 118
FI#4 (N=17 53 43 41 35 9 10 191
FI#5 (N=12) 24 11 7 2 44
Totals 242 198 142 132 40 43 797
Eachfieldinstructor,regardlessofthenumbersofcandidatestheyserved,werethedominantparticipantinthebeginningofthefieldexperience.Asthesemestermovedon,candidatesbegansharingtheresponsibilityforpausingthevideomoreequallywiththeirfieldinstructorduringparallelconferencing.Whilethedesignofourstudydoesnotallowustoaccountforthisshift,wepositsomepossibilitiesthatcanbetakenupwithfurtherresearch.First,candidatesmayfeelmorecomfortableovertime,rapportmaydeepenbetweenthedyad,candidatesmayfeelagreatersenseofagencyastheybecomeclosertotheirprofessionallivesasinserviceteachers,orfieldinstructorsmayhavebecomemoreadeptatgivingwaittimeandmakingspacethatallowedcandidatestotakemorecontrolovertheco-viewingsessions.Wethinkthatthisisacriticallyimportantareaofstudytodevelop,becausecontrolandasenseofagencyhasbeenshowntohelpcandidatestake
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advantagesofopportunitiestoimprovetheirpracticeduringfieldexperiences(Soslau,2015a).
Challenges–FieldInstructors.Duringourmonthlymeetingswesharedandcomparednotesaboutaspectsofparallelconferencingthatposedchallenges.Oftenafieldinstructorwouldbringawrittenaccountofachallengesupportedbyapartialtranscriptofher/hisconferencewithacandidate.Together,wedeterminedthematicchallengesthatwefacedduringanduponreflectionofourengagementinparallelconferencing.Wehavesixareasofchallengethatwewillnowexplicate.Allsix-fieldinstructorsexperiencedthesechallenges.
Challenge1:Feedbackonthefly.First,wefounditincrediblydifficulttodevelopfeedback“onthefly”orinsitu.Foryearswehadhonedourpracticeasfieldinstructorsguidedbyproceduresthathadussilentlyobserving,withampletimetocollectourthoughts,beforesittingwithateachercandidatetoprovidefeedbackorevaluativesuggestions.Parallelconferencingdidnotallowforthisthinktimeandwefounditdifficulttorespondtocandidates’requestsforsuggestionsonthespot.Overtime,webecamemorecomfortableexplainingtocandidatesthatourgoalwastoguidethemthroughaself-assessmentprocesstoevaluatetheirownpracticeusingevidencefromthevideoandfrompupilwork.Weexplainedthatwewouldsendfeedbackandsuggestionswhenweemailedthemournotesfromtheconference.Thischallengeactuallyhelpedshiftourinstructionalfocusfromgivingsuggestionsortellingcandidateshowtoimprove,towardsguidingcandidatesthroughaprocessandrefiningthereflectiveprocessalongsidethem.
Challenge2:Sharingtalktime.Second,wewerehesitanttodominatetheconversation.AsevidencedinTable2,mostfieldinstructorsselectedthemajorityofvideopausepointsandinitiatedtopicsfordiscussion.Though,overtimethesepracticesweremoreevenlysharedwithcandidates.Duringourmonthlymeetingswewoulddiscussourstrategiesforencouragingcandidatestotakechargeduringtheconferences.Onefieldinstructorrequiredhercandidatetopausethevideoatleasttwiceinagiventenminutesegmentoffootage.Theseartificiallyforcedstoppingpointsfordiscussionprovedlessthanfruitfulascandidatesstruggledtosayanythingmeaningfulduringtheseforcedstoppingpoints.Otherthanprovidingmorewaittimeandencouragement,wedidnotidentifyanystrategiesthatdisruptedourtendencytodominatetheconference.
Challenge3:Logisticalproblemsanalyzinggroupwork.Third,wefounditincrediblydifficulttoanalyzealessonthatincludedgroupwork.Oftencandidateswouldselectahighfunctioninggrouptovideorecordleavingthemajorityoftheclassroomoutofviewofthecamera.Thislimitedourabilitytoobserveandgivefeedbackaboutalllearnersintheclassroom.Similarly,itlimitedcandidates’abilitiestoreflectonthedevelopmentofnewunderstandingsacrossallpupils.Weaddressedthisissuebyencouragingcandidatestocontinuouslymovethecamerafromgrouptogrouportonotsubmitgroupworklessonsforparallelconferencing.
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Challenge4:Coteachingwithcandidates.Fourth,parallelconferencingmadeitimpossibletoteachinsitu.Aspreviouslyexplained,weuseacoteachingmodelforstudentteaching.Coteachingmakesuseofallthehumancapitalintheclassroom,whichoftenmeansthatfieldinstructorswillassisttheteachersduringinstruction.Onefieldinstructorreportedmodelingasmallgroupforacandidatewhowasworkingwithrotatinggroupsofstudents.Themodelingfunctionedascoachinginsituandthecandidatereportedtheimportanceofseeinggoodpracticeinactionasopposedtoverballydiscussingwhatcould,orshould,havehappened.Sinceparallelconferencingisalwaysaretrospectivereflectiveactivity,coachinginrealtimeon-siteandmodelingpracticeslivewithrealpupilsisnotpossible.
Challenge5:Losingcontactandrapportwithclassroomteachers.Fifth,sinceparallelconferencingoccurredoutsideofclassroomtime,fieldinstructorslosttheabilitytomaintainregularcontactwiththeclassroomteachers.Theserapport-buildingopportunitiesarecriticalasweoftendrawonthesamepoolofclassroomteacherseachsemester.OnefunctionoffieldinstructorsistoserveasambassadorsoftheuniversityandmaintainpositiverelationshipswithourK-12schoolpartners.Classroomteachersmayviewthelackoffacetimeasalackofinterestorworse,thatwearenotactuallyprovidingthenecessaryinstructiontoourcandidatessincewearenottheretoconductliveobservations.Severalfieldinstructorsreportedclinicaleducators“callingthemout”fornotbeingintheclassroomasmuchastheyhadbeeninthepast.Thoughweexplainedtheparallelconferencingapproachtotheclassroomteachers,wearenotconfidentthattheyperceivethebenefitsasoutweighingthecosts.Again,thisisanareaforfutureinquiry.
Challengesix:Lackoftime.Thefinalchallengenotedbytheresearchteamwastheamountoftimeallocatedtoviewingvideofootage.Wefoundthatinaone-hourconference,weonlyactuallyviewedabout15minutesofvideo.Candidatesbecameusedtohowlongittooktodebriefasingleeventinagivenhourofinstructionandbeganbringingvideoclipstoourconferenceshavingalreadypreviewedandannotatedthesectionsthattheywantedtodiscuss.Thiswasawelcomedsolutionandonethatthefieldinstructionteamwasgratefulthatthecandidatesdevelopedontheirown.Thepreviewingandannotationfunctionedasbothatimesaver,sincewedidnothavetositthroughfootagethatcapturedmundanetaskssuchastakingrollorpassingoutmaterials,buttheannotationworkalsomirroredthereflectiveworkthatcandidateswouldbeaccountableforwhentheycompletedtheiredTPAportfolios.
Challenges–TeacherCandidates.Todiscernthechallengesthatourcandidates’experienced,weinterviewedeachcandidateattheendofthestudentteachingpracticumusinganexitinterviewsemi-structuredprotocol.Candidateswereaskedtosharetheirperspectivesonparallelconferencingandcomparethepracticetoourtraditionalconferencingapproach.Theresearchteamworkedtogethertocodetheinterviewdataandweidentifiedfourchallengesthatwerethematicacrossthemajorityofourcandidates.Twoofthesechallengescouldbeeasilyaddressed.First,candidateshadtechnicaldifficultieswithrecordingequipmentand,secondly,theydidnotrevieworannotatetheirvideobeforearrivingatourparallelconference.Theothertwochallengesweremorecomplicatedand
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relatedbacktothechallengesarticulatedbythefieldinstructors.Candidatesreportedthattheywereunsureastowhentheyshouldhitthepausebuttonandtheyalsolamentednotbeingabouttoconferorconsultwiththeirfieldinstructorduringtheactuallesson.
Benefits–FieldInstructor.Whilechallengesarecertainlyimportanttoexplore,wealsowantedtolearnmoreaboutthepotentialbenefitsofparallelconferencing.Fieldinstructorsgathereddatathroughself-reflectiontodeterminethebenefits.Whatfollowsarebenefitsthatcutacrossallfieldinstructors.First,incontrasttoourconcernaboutthelackofabilitytogainamplefacetimewithclassroomteachers,teachersreportedthatparallelconferencingwaslessinvasiveanddistractingtoyoungpupilscomparedtoliveobservations.Wealsodeterminedthatthequalityofourconversationswithcandidateswasvastlyimproved.Inthepast,whenrecallinganaspectofacandidate’spracticefordiscussion,thecandidatewouldbecomedefensiveorsimplyrefutethattheparticulareventevenoccurred.Similarly,sincecandidatescouldseetheirpractice,theywerebetterabletooffloadthecognitiveburdenofrememberingandcouldfocusonthepastinthe“hereandnow.”
Wealsodeterminedthatthegrainsizeofeventsfordiscussioncouldbesmallerandmoremeaningful.Inthepastsomefieldinstructorswouldaskcandidateshowtheythoughtthelessonwentandthecandidatewouldappraisethelessonusingbroadstrokesacrosstheentireinstructionalperiodmakingcommentslike,“Thelessonwentwell,thekidswereengaged”or“Thepacingwasperfect,wefinishedintimeforrecess.”Thevideoservedasananchoringtoolthattiedconversationsandreflectionstospecificteacheractionsorpupils’reactions.Thesereflectionstiedtoobservablepracticesalsoservedtoimproveintersubjectivitybetweenfieldinstructorsandcandidates.Therewasverylittledisputeaboutwhathadoccurredandcandidatesandfieldinstructorscouldenterconversationsknowingthattheywererecallingeventsastheyactuallyhappened.Finally,thelogisticsofschedulingparallelconferencingwerefarsimplerthanschedulingliveobservationsfollowedbyface-to-facedebriefingconversations.Theeaseofschedulingallowedustoscheduleuptotwelveconferenceswithcandidatesinagivenweek,makingasingleloadoftwenty-fourcandidatesamanageablefeat.
Benefits–TeacherCandidates.Candidatesalsoreportedbenefitsofparallelconferencing,whichtheycitedasimprovingtheircapacitytonotice,reflectandpositchangestotheirteachingpractice.Interviewdataacrossparticipantsshowedacommonthemeof“richernoticing”whichcandidatesattributedtotheuseofvideo.Candidatesreportedmanagingaheavycognitiveloadduringteaching;simultaneouslyjugglingtheneedtocommunicatecontent,implementlessonplans,managebehavior,andworktocollaboratewiththeclassroomteacher.Theyexplainedthatduetopayingattentiontomultipleaspectofteachingduringtheactofinstruction,theyoftenmissedpupilcuesanddidnotrecognizerealtimenecessaryadaptationsoropportunitiestoimprovepupilunderstanding.Whenviewingvideooftheirpractice,theycouldsingularlyfocusontheirteachingandpupils’reactions,whichresultedinadeeper,richerabilitytonoticeclassroominteractionsandprovidedampleopportunitiesforreflectiononpractice.
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Candidatesalsoreportedthattheypreferredparallelconferencingbecausetheyhadtimeto“decompress”and“process”thelessonbeforeco-viewingandco-evaluatingthelessonwiththeirfieldinstructor.Participantsexplainedthatitwasdifficulttositwiththeirfieldinstructorimmediatelyafteraliveobservationandengageindeepmeaningfulreflection.Manycandidatesreportedthattheir“headwasspinning”andtheyjustneededsomedowntimeanddistancefromthelessontobeabletoanalyzetheirteachingwithaclearhead.
Whenaskedtocomparethelearningenvironmentbetweenatraditionalliveobservationandparallelconferencing,themajorityofcandidatesstatedthatparallelconferencingwaslessriskyandtheyfeltlesspressure.Forsomecandidates,theyenjoyedbeingabletoself-selectasegmentoftheirlessontoshowtheirfieldinstructor,asopposedtothefieldinstructorviewinganentirelessonofherchoice.Ofcoursethiscouldleadto“cherrypicking”wherecandidatesonlyshowtheirbestteachingepisodes,missingoutonopportunitiestocollaboratewiththeirfieldinstructoraroundaparticularproblemofpractice.Weprobedcandidatesonthispointandwhilesomecandidatesadmittedtoonlyshowingtheirbestteaching,themajorityofcandidatespurposefullyselectedsegmentsoflessonsthattheywantedtoimprove,makinggooduseoftheconferencingtimewiththeirfieldinstructor.
Finally,candidatessharedthatparallelconferencingboostedtheirsenseofconfidenceandself-efficacy.Manycandidateswereabletonoticepositiveaspectsoftheirteachingpracticewhileviewingthevideoandfieldinstructorsencouragedthisbyaskingcandidatestopausethevideowhentheynoticedsomethingthatwentwellandcouldbeusedinfutureinstructionalplans.Thefieldhasknownfordecadesthatstudentteachingcanbeapainfulandanxiety-inducingtimeandopportunitiestobuildefficacyarecritical(seeforexample,Fuller,1969;Gibson&Dembo,1984;Ghaith&Shaaban,1999;Davenport&Smetna,2004),sinceateacher’sefficacyisdirectlyrelatedtotheirabilitytopositivelyimpactpupillearningandemotionalwell-being.Attheconclusionofeachinterview,weaskedcandidatesiftheypreferredlive,parallel,oramixtureofbothconferencingapproaches.Amajorityofcandidatespreferredparallelconferencing(55%)withthesecondchoicebeingamixedapproach(33%)andlessthan12%ofrespondentspreferringliveobservationsonly(totalrespondentsN=98).
Discussion
RevisingtheParallelConferencingProtocol.Inthetraditionofactionresearchandthespiritofself-study,wehaveenteredandremaincommittedtothecycleofinquiryinvolvingtheassessmentofourpractice,planningimprovements,enactingchange,andevaluatingthemeritofourinnovations(Anderson&Herr,1999;Mills,2003).Thisstudyrepresentsonefullcycleoftheactionresearchprocess.Weusedtheassessmentphasetoidentifyaproblem,wecollaboratedtodeveloptheparallelconferencingprotocol,andwesystematicallyimplementedtheprotocolandcollecteddatatodetermineifparallelconferencingwasfunctioningtosupportthedualpurposesofenhancingopportunitiesforreflectionand
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helpingustomanageourworkload.Whileourfindingspointtobothbenefitsandchallengesofparallelconferencing,webelievethatthebenefitsareworththepedagogicalrisks.However,wealsoacknowledgethatwemustusewhatwelearnedtorefineandimproveourfieldinstructionpractices.
Asaresultofourcollaborativeactionresearchwehaveidentifiedfivenecessaryrevisions.First,weplantodevelopasecondprotocoltobeusedwithcandidateswhenexploringpupilwork.Oftentimesthecontentoftheparallelconferencewasfocusedsingularlyonthevideoevidenceofpractice.Whileitishelpfulforcandidatestoreflectontheirenactedinstruction,itisequallycriticalthatcandidatesjudgethemeritoftheirlessonbasedonstudentdata.Exploringpupilworkenablescandidatestodeterminewhichstudentsunderstoodtheconceptsandwhichpupilsarestruggling.Thesedataareimportanttoexploreandcandidatesneedguidancetosortthroughpupilwork,evaluatetheworkagainsttheirplannedlearningobjectives,anddevelopnextstepsincludingplansforenrichmentandremediation.Webelievethattheheartofgoodteachingisrootedinpupiloutcomes,thusweplantousethepupilworkprotocolbeforeco-viewingthevideo.Theanalysisofpupilworkshouldbeusedtoguidetheco-viewingprocessbysettinganintentionfornoticing.Forexample,ifthepupilworkshowedthatallstudentsstruggledtodemonstrateunderstandingofaparticularconcept,thenconferenceparticipantswouldcloselyanalyzethesegmentofteachingrelatedtothatconceptandworktogethertoidentifymissedopportunitiestoimprovepupillearning.Notcoincidentally,thisprocessmapsexactlytoaperformancetaskontheedTPA.
Movingforward,wewillnowrequirecandidatestopreviewandannotatetheirvideoclipsbeforewemeettoconducttheparallelconference.Asaforementioned,participantsbegantodothisoftheirownvolition,butallcandidatesneedtoengageinthisactivitysinceitmakestheco-viewingprocessmoreefficientanditprovidesamplepracticeforcandidatestoreflectonandannotatetheirownwork.Thissecondrefinementnecessitatesthedevelopmentofascaffoldingtool.Wewilldevelopguidelinestohelpcandidatesannotatetheirvideo,providingatemplateandsuggestionsforhowandwhattoannotate.
Next,wenotedathematicchallengeforourcandidatesrelatedtotheirwillingnessto“hitpause”whenco-viewingtheirlesson.Manycandidatesreportednotknowingwhentopausethevideo.Forthisreason,wewilldevelopalistofrationalesforwhyacandidatemaychoosetopausetheirvideosegmenttodiscusssomethingtheynoticedwiththeirfieldinstructor.Sentencestarterssuchas,“Inoticed”and“WhenI…Iwasthinking…”or,“Here’sapointwhereIstruggledwith…”willbeprovidedtocandidatestohelpguidetheirprocessandencouragetheiractiveengagementintheconference.Wearealsoconsideringsettingaquotaforthenumberoftimescandidatesmustpausethevideoduringco-viewing,thoughwehaveyettoagreeonanoptimalnumber.Thisisdifficultbecausesometeachingeventsrequirelengthydebriefingconversations.Ifacandidateexperiencesaparticularlycomplexeventduringteaching,thedebriefingsessioncouldtaketheentirehour.
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Finally,wewillworktogethertodevelopaplanthatallowsforamixedapproachtoourfieldinstructionprocess.Thoughamajorityofourcandidatespreferredparallelconferencing,weacknowledgethatliveobservationscarrybenefitsandadvantagesthatcannotbeachievedduringtheretrospectiveactivityofparallelconferencing.Theseadvantagesincludebecomingfamiliarwiththeclassroomclimate,touchingbasewiththeclassroomteacher,andprovidinginsitucoachingduringlessondelivery.
Implications
Wemakeseveralimportantcontributionswiththisstudy.First,weareoneofveryfewfieldinstructionteamsthathavesystematicallycarriedoutanactionresearchstudyforthepurposesofimprovingourpracticeforalargepopulationofteachercandidatesintheUSA.Wewouldliketoacknowledgetheimportantworkofotherpractitioner-researcherteamsabroadintheUnitedKingdomandAustralia.Second,wewereabletodevelopaninnovativeapproachtofieldinstructionthatworkedtowardssolvingourtwopartproblem(a)managingalargeworkloadand(b)preparingcandidatesforvideo-basedreflection.Importantly,wewereabletoidentifyareasofimprovementforourinstructionalpractices,whichinactionresearchsufficientlyaddressesthesignificanceofourwork(Herr&Anderson,2005;Mills,2003).
Wealsorealizethatmanyteacherpreparationprogramsarestrugglingtoprovidehighqualityfieldexperiencesforcandidates.DecliningenrollmentnumbersandbudgetaryconcernscutacrossmanyUnitedStatescollegesanduniversitiesthathouseinitialcertificationprograms.Mixingparallelconferencingwithliveobservationscouldfunctionascosteffectivesolutiontomaintaininghighqualityfieldinstruction.Similarly,teacherpreparationprogramsareworkinghardtopreparecandidatesforstateandnationalassessmentsthatrequirecandidatestodeeplyreflectonvideorecordingsoftheirteachingpractice(forexamplesee,edTPAandPPATrequirements).Teachereducatorswhoareworkingtopreparecandidatesforthesehigh-stakesassessmentscanuseourprotocolstobettersupportcandidates.
Conclusion
Finally,thoughthefieldofselfstudyinteachereducationexist,seeforexamplethejournal,StudyingTeacherEducation:Ajournalofself-studyofteachereducationpractices,therearelimitedempiricalstudiesthatactuallyexploretheworkoffieldinstructors,particularlyfromfieldinstructors’perspectives(Soslau,2015a).Hopefully,ouractionresearchstudywillinspireotherteamsoffieldinstructorstoengageinsimilarinquiriestosharetheirpracticeswiththeteachereducationfield.Studentteachingandclinicalbasedpracticeisanomnipresentcomponentacrossteacherpreparationprogramsincludingtraditionalandalternativeroutecertificationprograms.Teachereducatorsneedtobetterunderstandhowtobestservecandidateswhiletheyarestudentteaching.Ifcandidatesdonotlearnhowtosystematicallyreflecton,andanalyze,theirteachingdecisionsduringtheirpreserviceexperiences,thenitisunlikelythattheywillengageinthisreflectivepracticeduringtheirinservicetenure.Parallelconferencingisoneviableapproachtosupportingthe
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developmentofreflectiveteacherswhousepupilworkandtheirowninstructionaldecisionmakingasthecurriculumforwhichtheydeveloptheirprofessionalpractice.
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AbouttheAuthors
StephanieKotch-JesterisanassistantprofessorintheSchoolofEducationattheUniversityofDelawarewheresheservesasafieldinstructorandteachesundergraduatemethodscourses. Researchinterestsincludecoteachingasamethodofteacherpreparationandfieldinstructionpracticesthatimpactteachercandidates’learning. Email:[email protected]
ElizabethSoslauisanassociateprofessorintheSchoolofEducationattheUniversityofDelawarewheresheservesasafieldinstructorandteachesundergraduateandgraduatecoursesonequityinschoolingandactionresearchmethodologyforpractitioners.Herresearchexploreslearningopportunitiesinthestudentteachingpracticum,candidates’developmentofadaptiveteachingexpertise,andsocialjusticeinteachereducation.Email:[email protected]
VickiGoettelispartofthefacultyasaseniorinstructorintheSchoolofEducationattheUniversityofDelaware.Teachingincludesfieldinstructionduringstudentteachingsemestersandcourseinstructionfocusingonelementarysocialstudiescurriculum. ShealsoservesasthecoordinatorfortheMiddleSchoolSocialStudiesprogram.Email:[email protected]
BridgetDudaisaDoctoralCandidate,ClinicalCoordinator,andhasaSecondaryAppointmentintheSchoolofEducationattheUniversityofDelaware.Herresearchexploresservicedeliverymodelswithintheleastrestrictiveenvironment(LRE)andfieldinstructionpracticesthatimpactteachercandidates’.Bridgetalsoservesas4+1MastersinExceptionalChildrenandYouthprogramcoordinator,fieldinstructorandteachesundergraduateandgraduatepracticumcoursesinspecialeducation.Email:[email protected]
NicholasBell isafieldinstructor,instructor,andPh.D.studentintheSchoolofEducationattheUniversityofDelaware.Asafieldinstructorandinstructor,heworkswith pre-serviceteacherstodeveloptheirskills,knowledge,andbeliefstoeducateallstudents.Forthepastfewyears,Nicholashasbeenstudyingadvancedquantitativemodelingtomeasureissuesofequityandsocialjusticeineducationandwaystodisruptsystemicinequities.Email:[email protected]
DeirdreLillyisaseniorinstructorintheSchoolofEducationattheUniversityofDelaware.HerteachingincludesfieldinstructionofteachercandidatesintheElementaryTeacherEducationprogramandcourseinstructionfocusingonclassroommanagementandtopicsrelatedtothetrainingandprofessionaldevelopmentofpre-serviceteachers. Email:[email protected]
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