Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education

Teaching and Teacher Education, Год журнала: 2020, Номер 95, С. 103146 - 103146

Опубликована: Июль 20, 2020

A key challenge for teachers is the on-the-fly assessment of student learning. Video-based simulations may provide a tool measuring skills and basis learning environments in teacher education. Based on framework teaching practice by Grossman et al. (2009), considerations designing video-based that balance authenticity cognitive demand are derived. Results show participants perceived developed simulation as authentic, were mostly able to rank students according their overall mathematical argumentation showed potential detailed students. Thus, results indicate internal validity simulation.

Язык: Английский

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Efficacy of video-based teacher professional development for increasing classroom discourse and student learning

Journal of the Learning Sciences, Год журнала: 2020, Номер 29(4-5), С. 642 - 680

Опубликована: Июль 20, 2020

Background Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers' reflections on classroom in video-based PD workshops.Methods used randomized controlled trial with an embedded case study examine efficacy of year-long program using CDA.Findings The 24 intervention teachers significantly increased their productive talk moves mathematics classrooms relative 22 comparison (Cohen's d = 0.67 2.35, p <.05). Moreover, linear mixed model analysis showed that 882 students had higher achievement scores than 625 0.24, CDA's multiple representations and interactive, process-oriented visualizations facilitated navigation data. Additionally, prompted reflect data peers for evidence-based reasoning discussion.Contribution This demonstrates increasing student learning. It also informs design enrich PD.

Язык: Английский

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Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback

Frontiers in Education, Год журнала: 2021, Номер 6

Опубликована: Ноя. 19, 2021

This research aimed to investigate the various aspects of EFL teachers’ professional development through Continuous Professional Development (CPD). Hence a study involving 83 teachers from different socio-economic, multi-cultural, educational, and disciplinary backgrounds was conducted ascertain their attitudes, perceptions, feedback on CPD. The sample population random, data collection questionnaire. results showed that take charge CPD, but for better outcomes, they need shared experience, reflective teaching, have sense community among them stay at par with global standards education system. Through this research, concept CPD its significance in teaching English are made available. also proposes higher achievement teacher programs. Moreover, analysis demonstrated confident what do because positive belief own From results, it clear every should become help students achieve goals.

Язык: Английский

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Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

British Journal of Educational Technology, Год журнала: 2022, Номер 54(2), С. 467 - 488

Опубликована: Июль 20, 2022

Abstract Video is a widely used medium in teacher training for situating student teachers classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities immersing lifelike situations, its benefits risks relative to video formats have received little attention research date. The current study randomized pretest–posttest experimental design examine influence video‐ versus VR‐based task on changing situational interest self‐efficacy management. Results from 49 revealed that VR simulation led higher increments self‐reported triggered management, but also invoked extraneous cognitive load than viewing task. We discussed implications these results pre‐service education environments professional purposes. Practitioner notes What already known about this topic popular given ability display situations. Virtual immerses users situations has gained popularity recent years. Situational management vital teachers' development. paper adds outperforms promoting Student felt efficacious after participating VR. video. Implications practice and/or policy an authentic environment needs ensure low load.

Язык: Английский

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Effects of digital video-based feedback environments on pre-service teachers’ feedback competence

Computers in Human Behavior, Год журнала: 2019, Номер 102, С. 120 - 131

Опубликована: Авг. 17, 2019

Язык: Английский

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A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice

Computers & Education, Год журнала: 2019, Номер 144, С. 103670 - 103670

Опубликована: Авг. 23, 2019

Язык: Английский

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The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment

Teaching and Teacher Education, Год журнала: 2021, Номер 99, С. 103276 - 103276

Опубликована: Янв. 13, 2021

Язык: Английский

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Noticing and reasoning of teaching and learning components by pre-service teachers

Journal for Educational Research Online, Год журнала: 2015, Номер 7(2), С. 34 - 58

Опубликована: Сен. 1, 2015

Professionelle Unterrichtswahrnehmung in Bezug auf allgemein didaktische Merkmale des Unterrichtens stellt eine zentrale Voraussetzung fur Handlungskompetenzen von Lehrpersonen dar. Damit wird beschrieben, ob ihr professionelles padagogisch-psychologisches Wissen uber Lehren und Lernen nutzen, wenn sie Ereignisse im Unterricht identifizieren (Noticing) interpretieren (Reasoning). Noticing Reasoning werden als Fahigkeit betrachtet. Bis heute fehlen Studien, die das Zusammenspiel zwischen den beiden Fahigkeiten Anwendung authentischen Klassensituationen untersuchen. Deshalb haben wir bei Lehramtsstudierenden (N = 109) anhand eines speziell ausgewahlten Videoclips deren untersucht. In Videoclip bestanden umfangreiche Informationen zu didaktischen Aspekten Lehrens Lernens, Experten identifizierten interpretierten. Als methodischer Ansatz wurden offene Fragen zum qualitative Analysen genutzt. Diesen validierten einen Vergleich mit einem zweiten, quantitativen Instrument. Die Ergebnisse zeigen, dass Lehramtsstudierende bereits Reihe relevanter identifizieren, reprasentativ Lehr-Lern-Komponenten sind. Allerdings Schwierigkeiten, Erklarungen bzw. Vorhersagen kommen, denen entsprechen. Validierung zeigt positive Zusammenhange zwischenbeiden methodischen Ansatzen. Studie damit zur Bedeutung Zusammenspiels Identifizierens Interpretierens bereit. Daruber hinaus macht deutlich, man nicht nur Qualitat der Interpretationen beachten sollte, sondern auch Inhalte ubereinstimmen.

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Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices

Journal of Science Education and Technology, Год журнала: 2013, Номер 23(3), С. 458 - 470

Опубликована: Окт. 31, 2013

Язык: Английский

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Standards und Trends der videobasierten Lehr-Lernforschung

Zeitschrift für Erziehungswissenschaft, Год журнала: 2017, Номер 20(S1), С. 1 - 21

Опубликована: Фев. 13, 2017

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