ATLAS provides insight into classrooms for national board-certified teachers, along with lesson commentary (https://atlas.nbpts.org/). Understanding how the use of the ATLAS video shaped preservice teachers' thinking about teaching and learning became critical for Rhodes' Department of Educational Studies to evaluate the effectiveness of expert teacher videos and plan future field practices. Sharing implementation strategies, successes and challenges from the past year, and ideas for sustainability planning could enrich the dialogue between Rhodes and other faculty and present opportunities to improve clinical practices and fill gaps in the learning needs of pre-service teachers.
In addition, how pre-service teachers "notice" and interpret classroom interactions through the use of video is important to understanding how to adapt instruction based on student needs (van Es & Sherin, 2002).
ORGANIZATIONAL CONTEXT
To offer teacher candidates greater exposure to mastery teaching and enhance the virtual practicum experience, Rhodes College's fall 2020 teacher preparation program has decided to offer pre-service teachers electronic access to the National Board Certified Teachers (NBCT) ATLAS digital platform video library. ). The College is interested in learning how the recent inclusion of ATLAS in clinical field experiences has helped teacher candidates develop the pedagogical skills, knowledge, and dispositions necessary for effective teaching (Evans, 2020). What value do teacher candidates see in integrating the ATLAS video platform into their clinical experiences?
What are teacher candidates' perceptions of the impact of ATLAS on their thinking about planning, instruction, and assessment.
LITERATURE REVIEW
For example, clinical field experience can change how pre-service teachers view their ability to make an impact on their students. Furthermore, innovation in the field experience curriculum has a major impact on pre-service teachers' professionalism and sense of preparation. Existing frameworks for using videos for teacher preparation involve using videos to provide feedback on pre-service teachers' performance during lessons.
Professional interpersonal vision illustrated based on the use of 360-degree videos in teacher education to improve pre-service teachers' professional interpersonal vision (2019).
CONCEPTUAL FRAMEWORK
A third and final concept relevant to this investigation is the idea that observations refer to the ability to make connections between specific events and the larger principle that the event signifies (van Es & Sherin, 2010). It allows them to "see" what is happening in the classroom, to keep a close eye on how events are unfolding, and to adjust their teaching accordingly to advance the lesson. These shifts may be the result of the teacher, for example, noticing positive or negative reactions from students to the lesson or engaging with them.
Paying attention to expert teachers requires them to be able to understand meaningful patterns and distinguish essential issues from non-essential issues (Sherin & van Es, 2005). Illustrated based on van Es and Sherin (2002), Learning to Notice: Scaffolding New Teachers' Interpretations of Classroom Interaction.
RESEARCH QUESTIONS
STUDY METHODS
Inductive thematic coding was used to find current trends in responses to two open-ended questions about the usability of the platform and changes in their thinking about teaching over time as a result of their use of the platform. Finally, two questions were developed to gain an understanding of participants' pre-service teacher demographics in terms of the number of field placements they participated in and their focus area of study and endorsement in a K-12 setting. The research questions that guided this study were developed to facilitate analysis based on gaps in the literature on the use of ATLAS videos in the training of teacher candidates.
Pre-service teachers who participated in the Field Experience course completed three (3) ATLAS assignments by selecting videos of their choice and engaging in specific activities to reflect on the teaching and classroom practices that occurred during the ATLAS videos were observed. An additional journal entry option regarding ATLAS is also included in the course syllabus. Q5 - To what extent did the ATLAS activities of this term influence your thinking about teacher.
Q7 - To what extent did the ATLAS activities of this term influence your thinking about teacher. 37 Expert teacher videos and pre-service teachers' notices . case, reading the comments, reflecting, etc.) that was particularly useful to you. Q10 - Depending on your tenure in the teacher education program, you may have had specific assumptions when you entered the program that may remain or may now differ.
The survey was distributed to all 24 teacher candidates enrolled in the two clinical field experience classes via survey link shared in the Zoom platform chat box. 6 in the first field experience placement 8 in the second field experience placement 6 in the third field experience placement 4 in the fourth field experience placement Description of.
FINDINGS
Preservice teachers who responded attributed value in areas related to planning and instruction. Other areas of being a classroom teacher and supporting student needs also
Value teacher candidates see in the integration of the ATLAS video platform Area Recorded Answers. He would remind students to speak louder, or exhort them about the meaning of teamwork, sometimes looking them in the eye in an obvious way, all while giving positive feedback and supporting them as individuals. Reading the description of one of the videos was memorable for me because it helped me better understand the class, students and material.
The experience was memorable because the teachers' interaction helped structure the lesson. One time I was watching an ATLAS video that jumped ahead and the activity in the video completely changed. I enjoyed watching a student-led classroom debate because it presented the autonomy of the students in the classroom.
Similar to the trends seen in the survey quantitative data, pre-service teachers found the most value in learning about teaching through ATLAS videos. In comments shared in response to Question 9, pre-service teachers described changes in their thinking about teaching (“Aha moments”) that occurred through interaction with ATLAS. I found myself with so many questions about the choices the teachers made that I couldn't ask them, but could only assume that they were informed by their relationship with and knowledge of the student themselves.
I didn't have too many as most of the ATLAS videos achieved the same thing and what I had seen before. I think the biggest thing was seeing how to bring culturally relevant tools into the classroom and reflect students'.
RECOMMENDATIONS
- Master teacher videos and analysis should continue to be used in the clinical field experience course
- Incorporating master teacher videos throughout other courses in the teacher preparation program could increase teacher candidate
- In methods courses, align specific videos with practices for in-depth analysis and learning
- The partner organization should share and expand upon this study with similar and nearby colleges and universities
With these components in mind, the Department of Educational Studies can begin to formulate a plan to formalize their vision to systematically and meaningfully continue to incorporate ATLAS videos and teacher candidate reflections into the field experience for students. The process of developing this vision must take into account the knowledge-taking skills framework to support pre-service teachers to achieve the highest level of sophistication of knowledge. Continued use of the ATLAS platform may encourage teacher candidates to engage in reflection on the content of classroom lessons and teacher and student engagement throughout the duration of their field experience.
Essential components of professional communities such as socialization, shared values and norms, interdependence of teacher candidates to focus on curriculum and pedagogy, along with being able to benefit from each other's views and. Preservice teachers can carry forward what they learn from their initial engagement with the ATLAS platform and apply it to subsequent courses with familiarity and ownership (Everitt & Tefft, 2018). Teacher candidates will also have the opportunity to actively use sensemaking to reason, interpret and apply reflections from ATLAS videos, engage in discussions with upper- and lower-level classmates to form a common.
Teacher candidates' assignments in ATLAS can progress to specific video studies for better analysis and better application and understanding of concepts. These findings confirm that Rhodes teacher candidates not only found value in using the ATLAS platform to shape their thinking about planning, instruction, and assessment, but also valued the ATLAS videos. Participant responses that were individualized and personalized may reflect the need to use ATLAS assignments to expand teacher candidates' knowledge in areas of social emotional learning and individual student needs.
Developing broader instructional strategies and exposure to classroom contexts in specific areas of need for diverse students gives teacher candidates instructional context in their assignments. Two state universities have adopted ATLAS videos to enhance preclinical courses, prepare teacher candidates for the edTPA teacher certification exam, and embed case studies into pre-residency courses and clinical experiences.
DISCUSSION
LIMITATIONS
CONCLUSION
A causal-comparative study of professional development to improve teacher effectiveness in social and emotional learning. Exploring the impact of combining video and comments from successful teachers on teacher candidates' observation and reflection on practice. Team teaching during a field experience in teacher education: Exploring student teachers' experiences with parallel and sequential teaching.
See through the teacher's eyes: Investigating elementary school teachers' professional comments through a video-based research methodology.
APPENDIX A SURVEY INSTRUMENT
APPENDIX B Clinical Field Experience Fall Syllabus
Making statements like "Everything went well" or "I learned a lot" without elaborating on the "why" of the statement is unacceptable. You will describe your involvement in the classroom for each visit as it relates to describing the phases of classroom involvement and interaction in the TEAMS virtual classroom environment. Students are also expected to make regular contributions in class, based on the day's topic.
The clinical tutor will complete a mid-term evaluation (75 points) and a final assessment (100 points) of the student's performance. Students will be evaluated on the number of points for each of the tasks described herein. Unauthorized Recording or Distribution of Classroom Actions: Students are not permitted to record or distribute classroom lectures or discussions without either the express written approval of the faculty member teaching the course or an accommodation through Student Accessibility Services.
Unauthorized recording or distribution of recorded classroom lessons, including distribution for compensation, is strictly prohibited and is a violation of the Rhodes Honor Code. Rhodes is committed to ensuring a safe learning environment that supports the dignity of all members of the Rhodes community. Rhodes strongly encourages members of the Rhodes community to immediately report incidents of sexual misconduct.
The goal is to make you aware of the many options and resources available to you. Applications must be submitted through the Student Accessibility Services office during the first two weeks of the semester.
APPENDIX C Clinical Field Experience Spring Syllabus
APPENDIX D Clinical Field Experience Spring Syllabus Addendum
