How to use video analysis in training with educators and teachers of early childhood: An operative model
Keywords:
Video analysis, Professional growth of educators and teachers, Reflexivity, Training research process, Early childhoodAbstract
Based on extensive research highlighting the value of video analysis as a methodological tool for fostering reflection and professional development in training programs for educators, this article presents an "operational model" that has been implemented in various training programs, both nationally and internationally. The focus is on the increasing need for educators to have training that addresses the complexities of educational settings and helps them better understand contextual needs and resources. By adopting a participatory approach, this methodology helps bridge the gap between theory and everyday practice, enabling work on multiple levels. It aims to enhance the quality of educational provision, improve observational, reflective, and collaborative skills, and create educational environments that are attuned to potential micro-processes of social exclusion.
References
Asquini, G. (Ed.). (2018). La ricerca-formazione. FrancoAngeli.
Balduzzi, L., & Dalledonne Vandini C. (2021). Sostenere lo sviluppo della professionalità nei servizi per la prima infanzia: riflessioni tratte dal progetto TRACKs. Nuova Secondaria, 37, 333-335. Retrieved December 1, 2024, from https://hdl.handle.net/11585/819723
Balduzzi, L., & Tutone L. (2021). Ripensare spazi, tempi e raggruppamenti oltre le bolle: L’eterogeneità come risorsa per la socializzazione e l’apprendimento. In L. Balduzzi & A. Lazzari (Eds.), Ripartire dall’infanzia: Esperienze e riflessioni nei servizi zero-sei in prospettiva post-pandemica (pp. 33-60). Junior.
Balduzzi, L., Migliarini, V., & Lazzari, A. (2019). Keeping TRACK(s) of inclusive interactions in ECEC services: the affordances of video-analysis for professional development. Form@re, 19(3), 138-154. https://doi.org/10.13128/form-7714
Bateman, A. (2017). Hearing children’s voices through a conversation analysis approach. International Journal of Early Years Education, 25(3), 241-256. https://doi.org/10.1080/09669760.2017.1344624
Bateman, A. (2021). Teacher responses to toddler crying in the New Zealand outdoor environment. Journal of Pragmatics, 175, 81-93. https://doi.org/10.1016/j.pragma.2021.01.014
Bove, C. (2007). Metodolgie visuali e contesti dialogici. Un metodo di ricerca in situazioni interculturali. Educazione interculturale, 5(3), 341-360.
Brouwer, N., Besselink, E., & Oosterheert, I. (2017). The power of video feedback with structured viewing guides. Teaching and Teacher Education, 66, 60-73. https://doi.org/10.1016/j.tate.2017.03.013
Calvani, A., Bonaiuti, G., & Andreocci, B. (2011). Il microteaching rinascerà a nuova vita? Video annotazione e sviluppo della riflessività del docente. Giornale Italiano della Ricerca Educativa, 4(6), 29-42.
Cekaite, A. (2017). What makes a child a good language learner? interactional competence, identity, and immersion in a Swedish classroom. Annual Review of Applied Linguistics, 37, 45-61. https://doi.org/10.1017/S0267190517000046
Cekaite, A., & Kvist Holm, M. (2017). The comforting touch: Tactile intimacy and talk in managing children’s distress. Research on Language and Social Interaction, 50(2), 109-127. https://doi.org/10.1080/08351813.2017.1301293
Cekaite, A., & Bergnehr, D. (2018). Affectionate touch and care: Embodied intimacy, compassion, and control in early childhood education. European Early Childhood Education Research Journal, 26(6), 940-955. https://doi.org/10.1080/1350293X.2018.1533710
Cescato, S., Bove, C., & Braga, P. (2015). Video, formazione e consapevolezza. Intrecci metodologici. Form@re, 15(2), 61-74. https://doi.org/10.13128/formare-17062
Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers’ thinking and reflection. Teaching and Teacher Education, 41, 42-51. https://doi.org/10.1016/j.tate.2014.03.004
Dalledonne Vandini, C. (2021). Gestione della conoscenza e negoziazione dell’autorità epistemica nei colloqui tra genitori e insegnanti: Competenza interazionale ed efficacia epistemica. Armando.
Dalledonne Vandini, C., & Balduzzi, L. (2022). Supporting the professional growth of educators through video analysis: A research conducted in Trento’s preschools. Formazione & insegnamento, 20(3), 221-237. https://doi.org/10.7346/-fei-XX-03-22_17
Dalledonne Vandini, C. (2024). Gli spazi educativi in dialogo fra interno ed esterno. Supportare le competenze osservative e riflessive di educatori del nido ed insegnanti della scuola dell’infanzia. Trento: Servizio attività educative per l’infanzia. Retrieved December 1, 2024, from https://www.vivoscuola.it/content/download/175231/3647122/file/Spazi%20educativi%20-%202024.pdf
Fukkink, R. G., & Tavecchio, L. W. (2010). Effects of video interaction guidance on early childhood teachers. Teaching and Teacher Education, 26(8), 1652-1659. https://doi.org/10.1016/j.tate.2010.06.016
Fukkink, R., Jilink, L., Op den Kelder, R., Zeijlmans, K., Bollen, I., & Koopman, L. (2019). The development of interaction skills in preservice teacher education: A mixed-methods study of Dutch pre-service teachers. Early Childhood Education Journal, 47(3), 321-329. https://doi.org/10.1007/s10643-019-00927-7
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606-633.
Holm Kvist, M. (2018). Children’s crying in play conflicts: A locus for moral and emotional socialization. Research on children and social interaction, 2(2), 37386. https://doi.org/10.1558/rcsi.37386
Jensen, R., Shelton, T., Killmer, N., & Connor, K. (1994). Student teacher and cooperating teachers’ assessments of actual and preferred learning environments: a comparative analysis. The study of learning environments, 8, 83-94.
Leblanc, S. (2018). Analysis of video-based training approaches and professional development. Contemporary Issues in Technology and Teacher Education, 18(1), 125-148. Retrieved December 1, 2024, from https://citejournal.org/volume-18/issue-1-18/general/analysis-of-video-based-training-approaches-and-professional-development/
Pillet-Shore, D. (2012). The problems with praise in parent–teacher interaction. Communication Monographs, 79(2), 181-204. https://doi.org/10.1080/03637751.2012.672998
Pillet-Shore, D. (2015). Being a “good parent” in parent–teacher conferences. Journal of Communication, 65(2), 373-395. https://doi.org/10.1111/jcom.12146
Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. Zdm, 43(1), 133-145. https://doi.org/10.1007/s11858-010-0292-3
Tobin, J., Mantovani, S., & Bove, C. (2008). Methodological issues in vide-based research on immigrant children and parents in early childhood settings. In L. Mortari, M. Tarozzi (Eds.), Phenomenology and Human Science Research Today (pp. 204-225). https://doi.org/10.7761/9789731997452_8
Urban, M., Vandenbroeck, M., Lazzari, A., Van Laere, K., & Peeters, J. (2012). Competence Requirements in Early Childhood Education and Care: Final Report. Brussels: European Commission. Retrieved December 1, 2024, from https://op.europa.eu/en/publication-detail/-/publication/fc7e05f4-30b9-480a-82a7-8afd99b7a723
Van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and teacher education, 24(2), 244-276. https://doi.org/10.1016/j.tate.2006.11.005
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2024 Chiara Dalledonne Vandini
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).
For further details, please refer to our Repository & Archiving Policy, as well as our Copyright & Licensing Terms.
