Springer eBooks, Год журнала: 2021, Номер unknown, С. 1 - 16
Опубликована: Янв. 1, 2021
Teaching and Teacher Education, Год журнала: 2018, Номер 76, С. 39 - 49
Опубликована: Авг. 23, 2018
Язык: Английский
Процитировано
140
Computers & Education, Год журнала: 2020, Номер 156, С. 103960 - 103960
Опубликована: Июнь 19, 2020
Язык: Английский
Процитировано
70
Education Sciences, Год журнала: 2025, Номер 15(5), С. 540 - 540
Опубликована: Апрель 27, 2025
The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need such competencies, there a gap understanding how school internships contribute to their development. present study evaluates impact teaching sequence, combining seminar with supervised internship, on PE Building Qualification Prospective Teachers Inclusive (QiPE) project, this employs quasi-experimental longitudinal design an intervention group (IG) and control (CG) across three measurement points (t0, t1, t2). consists university (t0–t1) followed by internship (t1–t2). Situation-specific are assessed using scales—Recognition; Individual Support; Participation—developed based video-recorded lessons expert evaluations. Statistical analyses include mixed-model ANOVAs robust Welch’s tests determine effectiveness each phase. significantly improved IG all scales: Recognition (η2p = 0.17), Support 0.04), Participation 0.13). (t1–t2) showed sustained effect Participation, stabilized Recognition, but led slight decrease Support. A sequence can effectively promote PE, demonstrating strong initial impact. particularly enhances related Participation. Further needed optimize component, especially Support, explore influence mentor support beliefs skill
Язык: Английский
Процитировано
0
Zeitschrift für Erziehungswissenschaft, Год журнала: 2020, Номер 23(2), С. 343 - 365
Опубликована: Апрель 1, 2020
Zusammenfassung In der Lehrerinnen- und Lehrerbildung werden zunehmend videogestützte Lerngelegenheiten eingesetzt, um die professionelle Wahrnehmung von Unterricht zu fördern. vorliegenden Studie wurde ein quantitativ-inhaltsanalytisches Verfahren gewählt, überprüfen, ob sich Klassenführung durch eine videobasierte Intervention im Praktikum fördern lässt. Die Interventionsgruppe (IG, n = 26) analysierte während eines vierwöchigen Unterrichtspraktikums zwei eigene Videosequenzen erhielt videobasiertes Peer- Expertenfeedback, Kontrollgruppe (KG, konventionelle Praktikumsbegleitung mit face-to-face Feedback durchlief. Beide Gruppen absolvierten einen Prä-Post-Test beantworteten offene Fragen einer Videosequenz. Antworten wurden inhaltsanalytisch ausgewertet Unterschiede zwischen den Hilfe non parametrischer überprüft. Ergebnisse zeigen, dass IG in fast allen Bereichen wissensgesteuerten Verarbeitung verbessert sowie einem Bereich selektiven Wahrnehmung, KG lediglich Klassifikation Wissen verbessert.
Процитировано
24
Zeitschrift für Erziehungswissenschaft, Год журнала: 2024, Номер unknown
Опубликована: Окт. 14, 2024
Abstract Attending to relevant information in complex classroom situations can be a challenging task for pre-service teachers which is why teacher education programs often use authentic videos scaffold teachers’ professional vision. However, date, it remains unclear instructions guide attention toward management promote the early development of This mixed-methods study ( n = 85 teachers) compared effects (a) specific instruction before watching video and (b) prompts during on noticing—indicated by number, velocity, relevance identified situations. Controlling mental effort pedagogical-psychological knowledge, t -Tests showed both types have similar attention-guiding effect. Qualitative analyses retrospective interviews revealed that verbal reactive strategies more easily than nonverbal when observing experienced videos. We discuss as an economic alternative video-based and—based our qualitative findings—provide directions future research.
Язык: Английский
Процитировано
3
BMC Medical Education, Год журнала: 2019, Номер 19(1)
Опубликована: Дек. 1, 2019
Case-based learning (CBL) is a highly interactive instructional format widely used in medical education. One goal of CBL to integrate basic biomedical knowledge and its application concrete patient cases their clinical management. In this context, we focus the role teacher questions as triggers for reproductive vs. elaborative student responses. Specifically, our research concern kinds posed by teachers, responses given students, prediction based upon questions, differences between two disciplines study, internal medicine surgery.We analyse 19 videotaped seminars (nine medicine, ten surgery) taught clinicians attended advanced students. Multiple raters performed low-inference rating process using theory-based categorical scheme with satisfactory interrater-reliability.We found that teachers mostly initial (instead follow-up) were more often closed open). Also, reasoning (than reproductive) posed. A high rate non-response was observed while had similar prevalence. follow-up associated low many answers. contrast, highest followed open reproduction questions. Most statements students made following questions.These results deepen understanding interactive, questions-driven teaching provide an empirical basis use didactically fruitful ways.
Язык: Английский
Процитировано
23
De Gruyter eBooks, Год журнала: 2021, Номер unknown, С. 261 - 272
Опубликована: Фев. 20, 2021
Mixed-methods and multimethod approaches, i.e. the combination of multiple (qualitative and/or quantitative)techniquesfor data collection analysis in as ingle research design, have developed into an established branch empirical social methodology.We show that German-speaking landscape is no exception to this trend provide overviewoft he most widely receiveda ctors approaches.Moreover,wea rgue German-languaged iscourse on method integration retains acertain "qualitative" leaning,because its prominent authorshail from thattradition.We describethe areas which mixed approaches are currentlym ost prevalent (health, education, evaluation research), highlightingt hatt hese mostlyi nterdisciplinary applied fields, while traditional coreareas sociologyseem be more reluctant follow trend.We conclude with ad iscussion futured irections for research, including further institutionalization within professional organizations teachingc urricula,a sw ell building trongerl ink between methodological discourse practice.
Язык: Английский
Процитировано
16
Teaching and Teacher Education, Год журнала: 2022, Номер 120, С. 103878 - 103878
Опубликована: Окт. 8, 2022
Язык: Английский
Процитировано
9
International Journal of Research & Method in Education, Год журнала: 2022, Номер 46(1), С. 1 - 18
Опубликована: Июль 1, 2022
The growing interest in video research and new technologies for recording human interaction has stirred debates about intrusiveness 'reactivity' understood as researcher-derived changes subjects. In addition to a plethora of concepts referring such effects extant literature, different ontological epistemological positions provide contrasting frameworks interpreting deciding on methodological guidelines. this article we discuss these elements, that have called 'meta-methodological', from the standpoints experimental research, social-constructivism scientific realism. We combine conceptual analysis literature review video-studies teaching order identify both possible traces contesting beliefs glance at aspects needs be systematized ongoing debates. Whereas underline importance effects, are rarely reported reviewed studies. Moreover, reactivity is seen minor problem latter, found few instances validated field empirical conclusions. Our ask more transparency researchers' judgment mitigating measures.
Язык: Английский
Процитировано
8
Unterrichtswissenschaft, Год журнала: 2019, Номер 47(2), С. 177 - 199
Опубликована: Март 12, 2019
Язык: Английский
Процитировано
11