The Framework for Analyzing Video in Science Teacher Education (FAVSTE)

Autor/inn/en	Forsythe, Michelle E.; Criswell, Brett A.; Arias, Anna Maria; Ellis, Joshua A.; Escalada, Lawrence; Johnson, Heather J.; Palmeri, Amy B.; Riccio, Jessica; Parker, Margaret E.
Titel	The Framework for Analyzing Video in Science Teacher Education (FAVSTE)
Quelle	In: Journal of Science Teacher Education, 33 (2022) 6, S.621-640 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsythe, Michelle E.) ORCID (Criswell, Brett A.) ORCID (Arias, Anna Maria) ORCID (Ellis, Joshua A.) ORCID (Escalada, Lawrence) ORCID (Johnson, Heather J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1970698
Schlagwörter	Video Technology; Science Instruction; Science Teachers; Teaching Methods; Teacher Education Programs; Guidelines; Decision Making; Task Analysis; Instructional Effectiveness; COVID-19; Pandemics; Instructional Design + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Engaging preservice teachers in the analysis of videos of teaching has become a widely-used and highly-regarded approach within teacher preparation. This approach has become even more pronounced in the wake of COVID-19. Despite the myriad ways that video can support teacher preparation, uncertainties remain regarding how to design and facilitate productive video tasks. This paper reviews existing frameworks to guide the use of video tasks. It then introduces and describes the Framework for Analyzing Video in Science Teacher Education (FAVSTE) to highlight important decision points regarding the implementation of video tasks for teacher educators. Further this paper discusses how the FAVSTE connects to and expands on existing frameworks. Finally, the paper provides two examples to illustrate its use so that it might support teacher educators in maximizing the effectiveness of video analysis/reflection tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01