TY - JOUR
T1 - Using video case studies to provide prospective secondary teachers in Kenya opportunities to notice and reflect on pedagogical practices
AU - Rugano, Peter
AU - Masingila, Joanna O.
AU - Kamau, Leonard M.
AU - Makumba, Paul
AU - Omoze, Hillary
N1 - Publisher Copyright:
© 2025 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2025
Y1 - 2025
N2 - A primary goal of teacher educators is to support prospective teachers (PTs) in gaining insight into the teaching and learning process and what their role will be as teachers in supporting student learning. In our work, we have prioritized examining how to support PTs in bridging the theory-practice gap and develop skills in noticing. One of the vehicles we have used for engaging PTs are video case studies of experienced teachers teaching in Kenyan secondary schools. In this paper, we discuss a quasi-experimental research study using video case studies with PTs in two subject instructional methods courses in a Kenyan public university. In analyzing the teacher educator memos, research group meeting notes, the PT questionnaire responses, and the PT interviews, we found that the video cases supported the PTs’ learning in the experimental group by (a) increasing their enthusiasm and engagement with pedagogical practices; and (b) shifting their perspective from student to teacher. The video cases impacted their practice during their teaching practice by supporting (a) their integration of ICT into their teaching; (b) how they engage students in learning, including using small groups; and (c) how they structure their lessons.
AB - A primary goal of teacher educators is to support prospective teachers (PTs) in gaining insight into the teaching and learning process and what their role will be as teachers in supporting student learning. In our work, we have prioritized examining how to support PTs in bridging the theory-practice gap and develop skills in noticing. One of the vehicles we have used for engaging PTs are video case studies of experienced teachers teaching in Kenyan secondary schools. In this paper, we discuss a quasi-experimental research study using video case studies with PTs in two subject instructional methods courses in a Kenyan public university. In analyzing the teacher educator memos, research group meeting notes, the PT questionnaire responses, and the PT interviews, we found that the video cases supported the PTs’ learning in the experimental group by (a) increasing their enthusiasm and engagement with pedagogical practices; and (b) shifting their perspective from student to teacher. The video cases impacted their practice during their teaching practice by supporting (a) their integration of ICT into their teaching; (b) how they engage students in learning, including using small groups; and (c) how they structure their lessons.
KW - pedagogical practices
KW - Prospective teacher education
KW - supporting teacher growth
KW - video case studies
UR - http://www.scopus.com/inward/record.url?scp=85214708574&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85214708574&partnerID=8YFLogxK
U2 - 10.1080/10476210.2024.2446289
DO - 10.1080/10476210.2024.2446289
M3 - Article
AN - SCOPUS:85214708574
SN - 1047-6210
JO - Teaching Education
JF - Teaching Education
ER -