Significant effects of classroom observation on teacher development: contribution to educational management in public elementary schools

Diversitas Journal, Journal Year: 2025, Volume and Issue: 10(1)

Published: March 20, 2025

The effect of class observations on the personal, professional, and pedagogical development teachers is a descriptive-qualitative study targeting 24 participants drawn from master I-III in 12 public elementary schools. Both lowland upland institutions were considered to include participants, purposive sampling was applied. Data analysis conducted using thematic while utilizing an interview guide. It obtained required permissions Department Education (DepEd), where necessary approvals key officials, data gathering FGDs captured in-depth insights. These findings teachers' personal development: evolution beliefs, ability embrace different viewpoints, opportunity shed unproductive habits, cultivation productive resilience. Teachers' professional enabling develop research-based content, preparing create supportive learning environments, diverse determine developmental priorities, application multiple evaluation approaches inform improvement impact, enhancement practice by research practices. ensuring students grasp whole-picture understanding, high standards advanced complex student clear feedback performance standards. concludes play essential part teacher recommends structured frameworks observations, collaborative feedback, ongoing improve reflective practices teaching that long-term context-specific impacts outcomes are also suggested area study.

Language: Английский

Meta‐analysis of the effect of 360‐degree videos on students' learning outcomes and non‐cognitive outcomes

British Journal of Educational Technology, Journal Year: 2024, Volume and Issue: 55(6), P. 2423 - 2456

Published: April 17, 2024

Abstract A 360‐degree video offers a novel visual experience for education. This immersive not only amplifies students' engagement and curiosity but also assists them in delving into comprehending intricate concepts from multitude of viewpoints. Given its novelty, there is relative shortage studies on video's overall effectiveness study conducted meta‐analysis 49 peer‐reviewed articles. Utilizing random‐effects model to compute effect sizes (ES), the results showed that videos have moderate impact both learning (Hedges' g = 0.525) non‐cognitive outcomes 0.527), with notable heterogeneity observed across studies. Furthermore, were coded examine moderating effects their characteristics, such as level education, field display types, experimental design, sample size control treatment. The findings suggest medium knowledge acquisition smaller task performance. In terms outcomes, least was noted domain social emotional qualities, while most significant attitudes beliefs. Based these findings, proposed future research directions focusing enhancing teaching strategies improving designs concerning use educational contexts. Practitioner notes What already known about this topic education are authenticity, flexibility accessibility. They enhance learners' sense presence, deepen understanding subject matter improve skills. produced mixed outcomes. paper adds ( 0.0.525) 0.0.527). Significant smallest qualities domain. Identifying key moderators influence videos, including participants' levels, application, sizes, Implications practice and/or policy Enhance video, aid managing experiences. Develop align unique characteristics different subjects. Teacher‐assisted approaches encouraged support formal settings structured courses. Multimodal data can be collected analysis explore process.

Language: Английский

The Interactive Effects of Video Type and Viewing Device on Pre-service Teachers’ Learning Performance

International Journal of Human-Computer Interaction, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 13

Published: Oct. 15, 2024

Classroom video use in teacher education is rising, but the interplay of type (2D, panoramic) and viewing device (PC, HMD) on learning remains unexplored. This study examined interactive effects Head-Mounted Display [HMD]) pre-service teachers' performance. 143 teachers from a China university participated 2 × randomized controlled experiment, 10-minute instructional video. Results indicate that panoramic with HMD yielded best outcomes, enhancing academic achievement, attention, presence, immersion. Conversely, 2D increased cognitive load. Interestingly, while PC-viewed maximized it also generated highest Focus group interviews revealed potential immersive alongside challenges like motion sickness navigation difficulties. research provides empirical evidence for interaction devices education, informing design effective video-based learning.

Language: Английский