Assignment (Article/Journal)

Journal 1 (Approved)

Title: How to capture growth? – Video narratives as an instrument for assessment in teacher education
Author: Anne Bannink (University of Amsterdam)
Journal: Teaching and Teaching Education, Volume 25 (2009) 244-250

Journal 2 (Approved)

Title: School-based teacher development through a school-university collaborative project: a case study of a recent
initiative in China
Author: Yuzhen Xu (Capital Normal University)
Journal: Journal of Curriculum Studies, Volume 41 (2009) 49-66

Journal 3

Title: Teacher inquiries into gay and lesbian families in early childhood classrooms
Author: Mariana Souto-Manning (University of Georgia, USA) and Jill Hermann-Wilmarth (Western Michigan
University, USA)
Journal: Journal of Early Childhood Research, Volume 6 (3) (2009) 263-280

Scope Differences Similarity

Journal 1 Journal 2 Journal 3

Samples A pilot consists of 6 60 teachers from 3 junior middle Students first grade Samples from
students, all science school from the Haidian District of classroom and the journal 2 and
graduates. All of them Beijing teacher (author) 3 participate
are student teachers. 4 university curriculum scholars in the action
from Capital Normal University research
(including author)
Setting University of 3 junior middle school from the First grade classroom, Journal 1 and
Amsterdam, Haidian District of Beijing elementary school 2 state the
Netherland (but not mention specific
where exactly the setting of the
 school is) research
Method Video assignment and Transformative development of Teacher does research No similarity
text frames as part of SBCD sub-projects through and begin among 3
evidence of portfolio university-school collaboration conversations about journals
diverse families
(including gay and
lesbian parents)
issues in school
Procedure • All the students are • University participants set up a • Teacher studies No similarity
advised to SWOT about diverse among 3
videotape as many (Strength,Weakness,Opportunit families using journal
of their classes as ies,Threats) worksheet to be many reference
possible. completed by the teachers. It is books.
• Then, they have to used to help teachers to reflect • Then, she shares a
do a framework for on the aspects of their work book entitled ‘Is
the analysis of • Then, the university Your Family Like
narratives of participants analyze the Mine?’ with her
personal worksheet. students does a
experience • Next, they join visit the schools chat with her
• From the video to collect data based on students.
footage, they will interview, and share knowledge • After that, students
learn to develop of good techniques in teaching are asked to draw
and grow with and how students evaluate their families and
respect to the their teachers. she also does it.
interpersonal and • Then, she shares
pedagogical with the students
competences. about her diverse
family. They argue
about her family.
she tells them that
they can disagree
 about her family
but they have to
respect individual
who has diverse
family

Findings • The results of the • The SWOT surveys resulting on • Students start to All the
pilot were mixed. action plans of the teachers respect their journals show
Only 3 of them and they become aware of both friends who have positive
succeed to the contexts of their work and diverse family results in the
complete the also the nature of their • Parents also happy research
assignment. professional selves. that their children
• The outcome of the • They also develop a more start
pilot shows that refined appreciation of the work understanding
the video narrative of university academics. more about
task can be a families and
valuable as the becoming more
evidence to the accepting
assignment beside
narrative task.
• Students also can
reflect back their
instructions and
learn from the
mistake using the
video footage then
grow improvement
in their
instructions.