Search results for: Video
Page 2/4 33 items
Despite the potential of video for professional learning, the field lacks an integrated framework to inform teacher educators’ pedagogical decision making, particularly in the context of preservice teacher education. This article aims to make a conceptual argument about productive ways of using video in preservice education contexts. Drawing on situative and sociocultural perspectives, the authors theorize how and under what conditions video can be used productively. They discuss existing frameworks and tools that guide the design of video-embedded learning environments. They then present an integrated framework, the principled use of video (PUV) to specify principles, processes, and key considerations for creating a system of video-embedded activities. The merits and potential pitfalls of the PUV framework are discussed using an illustrative case. The authors argue that productive use of video that facilitates the desired learning of preservice teachers involves attention to both the learning ecology and underlying theories of preservice teacher learning.
Updated: Feb. 13, 2020
In this article the authors examine whether there is a relation between the duration of videos and the number of ‘Likes’ they receive. The authors also explore the effect of other observed characteristics of the videos, such as gender of the teacher, type of institution, whether the teacher appears on the screen or not and the type of technology. The authors found that users prefer short online teaching videos. They also found that some features of the videos have a significant impact on the number of ‘likes’. It was found that videos recorded by female teachers, and presented by entities other than universities are more likely to receive ‘Likes’.
Updated: Dec. 05, 2018
Collected from the Cutting Room Floor: An Examination of Teacher Education Approaches to Digital Video Editing as a Tool for Shifting Classroom Practices
The purpose of this article was to examine four approaches to teachers’ strategies through digital video emphasized teachers’ own planning and teaching as they edited their video accounts of personal growth. Common themes that emerged from data across all four projects were predicated upon facets of professional development as purposeful disruption of traditional teaching, the promotion of rigorous participation in analysis of effective teaching strategies, and the building of learning communities through apprenticeship models of personal growth.
Updated: Jan. 27, 2013
Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge
This study examines the relationship between teacher knowledge and student learning in the area of mathematics. The authors used an innovative approach to assessing teacher knowledge. This approach is based on teachers’ analyses of classroom video clips. Teachers watched 13 video clips of classroom instruction and then provided written comments on the interactions of the teacher, students, and content. The quality of teachers’ analyses, coded using an objective rubric, are shown to be reliable and valid, relating both to another widely used measure of teacher knowledge and to teachers’ own students’ learning (from pre- to posttest).
Updated: Apr. 27, 2010
Talking About Our Troubles: Using Video-Based Dialogue To Build Preservice Teachers' Professional Knowledge
This study explores the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature investigates studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis.
Updated: Jul. 21, 2009
This collective case study focuses on two teachers who use documentary film to teach about controversial events. The goal of the study is to better understand teacher selection and use of film as part of pedagogy and the experiences of students who are engaged in deliberative activities with film. In this case, teachers utilized film to help students examine two controversial events in U.S. history. The teachers utilize film as a neutral source for students to use as evidence for taking a position, despite the value-laden perspectives included in the films. Implications for teachers, teacher educators, and especially democratic and social studies education researchers are examined.
Updated: Jul. 06, 2009
This study investigated the use of video cases to teach literacy instruction to special education pre-service teachers. Results suggest that video cases did not result in greater learning of phonemic awareness or reading comprehension topics than traditional lectures with discussion teaching.
Updated: Jun. 17, 2009
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Updated: Mar. 11, 2009
This article examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. 20 pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education program in an Irish university participated in the study. The article discusses the implications of reflective dialogue for the modernization of teacher education. It also offers guidelines on how best to scaffold and promote reflectivity.
Updated: Jan. 28, 2009
Catalyzing Student–Teacher Interactions and Teacher Learning in Science Practical Formative Assessment with Digital Video Technology
This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices. Furthermore, the paper attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning.
Updated: Jan. 07, 2009