Teacher Candidates Co-Constructing Anti-Deficit Narratives about Learners in Video Club

This is the authors' abstract. We don't add key points for this paper.

We extend prior work to elucidate ideological sensemaking as an interactional process that supports teachers' anti-deficit noticing in Video Clubs.Our framework positions noticing as a political act, shaped by the frames (Louie et al., 2021) teachers and facilitators use to contextualize learners' activity.Through understanding framing in relation to ideological sensemaking, we show how individual stances contribute to teachers and facilitators' codevelopment of anti-deficit narratives.We demonstrate this by analyzing a Video Club of undergraduate teacher candidates.We highlight patterns (i.e., attending to learners' gesture, positioning learners to listen and learn with and from each other, recognizing the value of silly contributions) that resisted dominant ideologies and positioned learners' activity within transformative visions of science teaching and learning.We contextualize these findings within prior professional learning sequences to inform future Video Club designs.