The Role of Video-based Noticing in Science Activities in the Context of Professional Development: Opinions and Experiences of Preschool Teachers
DOI:
https://doi.org/10.29329/bes.2023.563.01Keywords:
Noticing, Professional development in teaching, Science activitiesAbstract
This research aims to examine the noticing practices of preschool teachers on the basis of authentic videos for science activities in the context of professional development. For this purpose, noticing practices were carried out with three preschool teachers through authentic video containing six science activities. As part of these practices, online reflective interviews were conducted with the participants over the situations they noticed in the videos (What/Who Did I Notice? How Did I Notice?). At the end of the application process, online semi-structured interviews were conducted regarding the participants' experiences in the process of noticing video-based science activities. As a result of the content analysis of the interviews, two themes were reached as science activities and the role of noticing practices in professional development. Detailed findings on the categories and codes produced within the scope of this theme are discussed within the framework of the literature. As a result of the research; reveals that authentic video-based recognition practices in science practices have important experiences for preschool teachers both in science activities and in terms of professional development.
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