Noticing inclusive teaching practices in tandems – results from cross-national video clubs at two different school levels

Figures & data

Table 1. Video analysis categories.

	Noticing category	Definition	References
Actors	Class teacher	Actor in relation to the topic under discussion. Always double-coded with practice or reflection.	Sherin and van Es (2009)
	Students
	Special education teacher
Practice	Curriculum	Universal Design for Learning, pedagogy, and curriculum (adapted for students with special needs)	De Vroey et al. (2016); Schlüter, Melle, and Wember (2016)
	Enable	Students are enabled in relation to activities in class	Suter (2019)
	Involve	Students are involved in work, focusing, active participation and engagement
	Enhance	The students’ work is reinforced and made usable for the development of communicative competencies and problem-solving cooperation
	Classroom organisation	Routine and efficiency, peer-assisted learning and co-teaching, individualisation, self-instruction, organisation of the lesson and classes, organisation of the students (for example, in group work)	De Vroey et al. (2016)
	Assessment	Teachers’ perceptions in relation to the students’ learning level and/or (mathematical) thinking, reasoning and ideas	Sherin and van Es (2009)
	Engagement	Teachers’ perceptions in relation to students’ learning engagement
	Classroom climate	Emotional climate, informal peer support, social interventions by the teachers, positive image and acceptance, self-determination	Booth and Ainscow (2002); De Vroey et al. (2016)
Grade-specific reflection	General beliefs regarding teaching	Teachers reflecting on (inclusive) teaching lessons, supporting students, etc.	Inductive categories, no specific sources
	Improvement/ change/ alternatives	Proposals, changes or alternatives regarding teaching lessons or a specific situation noticed in the video clubs
Overarching reflection	Common understanding/ approach to inclusion	Teachers talking about their understandings of or approaches to inclusion, and practices	Inductive categories, no specific sources
	School system organisation	Discussions about the school system and organisation in both countries
	Classroom equipment/class size	Teachers talking about classroom equipment or class size
	No differences	Teachers noticing that they can’t see any differences between the grades
	Grade-specific differences	Teachers noticing grade-specific differences

Table 2. Frequencies of category actors for two grade levels and cross-national meeting.

Actors	Primary school Grades 3–4		Secondary school Grades 5–7		Cross-national meeting
	N	%	N	%	N	%
General teacher	43	16.7	49	27.8	29	21.5
Students	161	62.6	67	38.1	66	48.9
Special-education teacher	53	20.6	60	34.1	40	29.6
Total	257	100	176	100	135	100

Table 3. Frequencies of category practice for two grade levels and cross-national meeting.

Practice	Primary school Grades 3–4		Secondary school Grades 5–7		Cross-national meeting
	N	%	N	%	N	%
Curriculum	15	5.9	37	19.8	14	10.9
Enable	21	8.2	16	8.6	9	7.0
Involve	26	10.2	7	3.7	11	8.5
Enhance	26	10.2	12	6.4	6	4.7
Classroom organisation	67	26.3	44	23.5	49	38.0
Assessment	38	14.9	26	13.9	14	10.9
Engagement	32	12.5	34	18.2	12	9.3
Classroom climate	30	11.8	11	5.9	14	10.9
Total	255	100	187	100	129	100

Table 4. Frequencies of category reflection for two grade levels and cross-national meeting.

	Reflection	Primary school Grades 3–4		Secondary school Grades 5–7		Cross-national meeting
		N	%	N	%	N	%
Grade-specific	General beliefs regarding teaching	3	21.4	5	62.5	–	–
	Improvement/change/alternatives	11	78.6	3	37.5	–	–
Overarching	Common understanding of/ approach to inclusion	–	–	–	–	13	39.4
	School system organisation	–	–	–	–	9	27.3
	Classroom equipment/size	–	–	–	–	7	21.2
	No differences	–	–	–	–	1	3.0
	Grade-specific differences	–	–	–	–	3	9.1
	Total	14	100	8	100	33	100

Table 5. Code relations between the categories actors and practice across all meetings.

	Actor
Practice	General teacher	Students	Special-education teacher
Enhance		○
Classroom organisation	●	●	●
Assessment		●
Engagement		●
Classroom climate		○

Note: ●: strong relation; ○: weak relation.

Table 6. Code relations between categories practice and actors, by groups ‘grades 3–4' and ‘grades 5–7'.

	actor
	General teacher		Students		Special- education teacher
practices	Grades 3–4	Grades 5–7	Grades 3–4	Grades 5–7	Grades 3–4	Grades 5–7
Curriculum		○		○		●
Enhance			○	○
Classroom organisation	○	●	●	○	○	●
Assessment			●	●
Engagement			○	●
Classroom climate			○

Note: ●: strong relation; ○: weak relation.

Table

	Noticing category	Definition	References
Actors	Class teacher	When teachers referred to the class teacher, students, or special-education teacher it was coded in this category. Relevant was not who was speaking, but about whom something was said. This category was always double-coded together with practice or reflection.	Sherin and van Es (2009)
	Students
	Special-education teacher
Practice	Curriculum	Reference to Universal Design for Learning, the target of which is that lesson content is made accessible for all students. Teachers talk about planning lessons in such a way that the participation of all students could be strengthened. Mentioning that the curriculum is adapted for students with special needs.	De Vroey et al. (2016); Schlüter, Melle, and Wember (2016)
	Enable	Students are enabled to join regular activities in class. Students receive exercises they can solve at their level. Support focuses on enabling the students to participate in group/class activities. Support regarding readiness to solve the task.	Suter (2019)
	Involve	Student support while working on a task. Teachers are attentive that all students are participating and involved in class activities. This also includes fostering all students’ engagement. Support focuses on the active collaboration of all students. This category also includes support for students while the teacher lets them repeat, share, or summarise topics.	Suter (2019); De Vroey et al. (2016)
	Enhance	Reinforcing students’ work and making it usable for others. Support for the development of communicative and cooperative competencies. Support for students’ reflection on work and ensuring progress for all students.	Suter (2019)
	Classroom organisation	This category covers various perspectives: Routine and efficiency: supporting students with a clear lesson format or classroom rules. Organisation of peer-assisted learning: teachers invite students to help each other and offer mutual support. Individualisation: teachers demonstrate outcomes and repeat instructions, organise the class to start their work. This category includes the organisation of the lesson and classes as well as the organisation of the students themselves (for example, in groups).	De Vroey et al. (2016)
	Assessment	This category includes teachers’ perceptions in relation to the learning and/or thinking level, students’ reasoning and conceptual understanding. This category was partly inductive, deriving from noticing statements about how the teachers perceive their students in their thinking, approach, learning, etc.	Sherin and van Es (2009)
	Engagement	This category includes the teachers’ perceptions about students’ learning engagement. It also includes statements that concern the working climate in the classroom, but regarding learning motivation. For example, when students were (not) enthusiastic, wanted to volunteer or seemed on task.	Sherin and van Es (2009)
	Classroom climate	This category covers various perspectives: Emotional climate: positive classroom climate, sensitivity and responsiveness (for example, when the teacher treats the students sensitively and teacher-student interaction is open and responsive). Informal peer-support: students supporting and standing up for each other, also in non-learning-related situations. Further examples: social interventions by the teachers, positive image and acceptance when the teacher puts students with special needs in a positive spotlight. Self-determination: the autonomy of students with special needs is respected by the teacher and students	Booth and Ainscow (2002); De Vroey et al. (2016)
Grade- specific reflection	General beliefs regarding teaching	This category includes general beliefs about classes and teaching lessons. When teachers reflected on (inclusive) teaching lessons, supporting students etc.	Inductive categories, no specific sources
	Improvement/change/alternatives	This category includes proposals or changes regarding lessons or a specific situation noticed in the video clubs. Alternatives in specific situations or in general are also coded in this category (for example, what could a teacher have done differently in a particular situation, or what could the teacher do differently in further lessons).
Overarching reflection	Common understanding of/approach to inclusion	When teachers talked about their understandings of or approaches to inclusion, and their practices – not related to a video-club sequence but in general.
	School system organisation	This category includes discussions about the school system (kindergarten, primary school) and its organisation in both countries.
	Classroom equipment/class size	When teachers talked about classroom equipment or class size.
	No differences	When teachers noticed that they could not see any differences between the grades (primary school and high school) in the videos.
	Grade-specific differences	When teachers noticed grade-specific differences in the video clubs.

Sherin, M. G., and E. A. van Es. 2009. “Effects of Video Club Participation on Teachers’ Professional Vision.” Journal of Teacher Education 60 (1): 20–37.

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De Vroey, A., K. Roelandts, E. Struyf, and K. Petry. 2016. “Inclusive Classroom Practices in Secondary Schools. Towards a Universal Teaching Approach.” In Professional Learning in Education: Challenges for Teacher Educators, Teachers and Student Teachers, edited by B. De Wever, R. Vanderlinde, M. Tuytens, and A. Aelterman, 179–202. Gent: Academia Press.

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Schlüter, A.-K., I. Melle, and F. B. Wember. 2016. “Unterrichtsgestaltung in Klassen des Gemeinsamen Lernens: Universal Design for Learning.” Sonderpädagogische Förderung heute 61 (3): 270–285.

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Suter, C. 2019. Inklusiver aufgabenorientierter Englischunterricht. Berlin: JB Metzler.

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Booth, T., and M. Ainscow. 2002. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies on Inclusive Education (CSIE).

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