Video viewing in teacher education and professional development: A literature review

Educational Research Review, Journal Year: 2015, Volume and Issue: 16, P. 41 - 67

Published: July 4, 2015

Language: Английский

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Modeling and Measuring the Structure of Professional Vision in Preservice Teachers

American Educational Research Journal, Journal Year: 2014, Volume and Issue: 51(4), P. 739 - 771

Published: April 22, 2014

Professional vision has been identified as an important element of teacher expertise that can be developed in education. It describes the use knowledge to notice and interpret significant features classroom situations. Three aspects professional have described by qualitative research: describe, explain, predict We refer these order model vision. a video-based instrument empirically test model. The results show our measure assess differentiates between description, explanation, prediction. study provides insight into structure vision, allowing us conceptualize it theoretically discuss targeted for teaching formative assessment preservice teachers.

Language: Английский

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Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning

British Journal of Educational Psychology, Journal Year: 2012, Volume and Issue: 83(3), P. 467 - 483

Published: May 18, 2012

Background. Teachers’ professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning reason significant features classroom practice. It requires teachers (a) describe, (b) explain, (c) predict situations. Although acquisition underling can be considered as a key element university‐based teacher education programmes, date, there has been little empirical research on candidates’ development vision. Aims. This study aims improve understanding how different courses in impact Sample. Participants were candidates ( N = 53) attending same programme at German university. They enrolled one three compulsory learning, lasting semester. Methods. In pre‐test–post‐test design, participants’ declarative was measured with test, online tool Observer. Analysis covariance multivariate analysis variance conducted. Results. Teacher all showed gains both Patterns results differed depending course attended. A video‐based focus resulted highest prediction consequences observed events for student processes, which is level transfer. Conclusion. The strongly knowledge‐guided process. line their content aims, enhance teaching‐relevant candidates.

Language: Английский

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What do teachers think and feel when analyzing videos of themselves and other teachers teaching?

Teaching and Teacher Education, Journal Year: 2013, Volume and Issue: 33, P. 13 - 23

Published: March 8, 2013

Language: Английский

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Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy

Cognition and Instruction, Journal Year: 2017, Volume and Issue: 35(3), P. 165 - 187

Published: May 3, 2017

Video is used extensively in teacher preparation, raising questions about what and how preservice teachers learn through video observation analysis. We investigate the development of candidates' noticing ambitious mathematics pedagogy context a video-based course designed to cultivate ways seeing interpreting classroom interactions. Qualitative analysis observations teaching at beginning end generated framework practices associated approaches for instructional The 3 include attending features instruction, elaborating on observations, integrating reason instruction. Findings reveal that variations was tied their attention details extent which they integrated examine relation between student thinking, practice, mathematical content.

Language: Английский

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Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study

Teaching and Teacher Education, Journal Year: 2016, Volume and Issue: 59, P. 45 - 56

Published: June 11, 2016

Language: Английский

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Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges

Computers & Education, Journal Year: 2016, Volume and Issue: 107, P. 13 - 30

Published: Dec. 24, 2016

Language: Английский

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Fostering professional communication skills of future physicians and teachers: effects of e-learning with video cases and role-play

Instructional Science, Journal Year: 2015, Volume and Issue: 43(4), P. 443 - 462

Published: April 6, 2015

Language: Английский

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Articulating Design Principles for Productive Use of Video in Preservice Education

Journal of Teacher Education, Journal Year: 2018, Volume and Issue: 70(3), P. 237 - 250

Published: June 4, 2018

Despite the potential of video for professional learning, field lacks an integrated framework to inform teacher educators’ pedagogical decision making, particularly in context preservice education. This article aims make a conceptual argument about productive ways using education contexts. Drawing on situative and sociocultural perspectives, we theorize how under what conditions can be used productively. We discuss existing frameworks tools that guide design video-embedded learning environments. then present framework, principled use (PUV) specify principles, processes, key considerations creating system activities. The merits pitfalls PUV are discussed illustrative case. argue facilitates desired teachers involves attention both ecology underlying theories learning.

Language: Английский

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Emotionally supportive classroom interactions and students' perceptions of their teachers as caring and just

Learning and Instruction, Journal Year: 2017, Volume and Issue: 54, P. 82 - 92

Published: Sept. 4, 2017

Language: Английский

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