Student Teachers’ Noticing of Teaching Quality in Video-Enhanced Campus Teaching
This study explores how Danish student teachers notice teaching quality when engaging with video-enhanced campus teaching and the research-based observation manual PLATO. Despite the limited tradition of using systematic observation tools in Danish teacher education, this intervention study investig...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/6/739 |
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| Summary: | This study explores how Danish student teachers notice teaching quality when engaging with video-enhanced campus teaching and the research-based observation manual PLATO. Despite the limited tradition of using systematic observation tools in Danish teacher education, this intervention study investigates how student teachers from three subject-didactical courses (Danish, English, and Mathematics) engage with the PLATO criteria during group discussions on classroom video clips. Teacher noticing is conceptualized as a set of interrelated competencies—observing, interpreting, deciding, and acting—across four phases of teaching practice. Through qualitative content analysis of the group discussions, this study reveals varying degrees of engagement with PLATO, ranging from strategic and superficial use to nuanced, criteria-based interpretations. While some student teachers struggle with the manual’s language and purpose, others demonstrate meaningful integration of PLATO with didactical theory. This study concludes that bridging the gap between international quality frameworks and national didactical traditions requires thoughtful integration and openness to diverse conceptualizations of teaching quality. The findings highlight the importance of how the work with video and teacher noticing is framed, modeled and scaffolded in teacher education to support student teachers’ acquisition of teacher noticing and the language of teaching quality. |
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| ISSN: | 2227-7102 |