Search results for: Video technology
Page 1/14 137 items
Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.
Updated: Aug. 16, 2021
Examining the Quality of Preservice Science Teachers’ Written Reflections When Using Video Recordings, Audio Recordings, and Memories of a Teaching Event
This study aimed to explore what happened when a group of preservice teachers (PSTs) used video prompts, audio prompts, or memory alone during a guided reflective writing exercise. The authors conclude that the findings revealed that reflection papers written while referencing video of critical teaching incidents were of significantly higher quality than those written while referencing audio.
Updated: Dec. 27, 2018
This paper aims to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. Specifically, the authors will explore the effectiveness of two different formats of video-based professional learning programmes: the first involving one teacher and one researcher and the second two teachers and two researchers, both of which took place over relatively short periods of time. The findings reveal that the participants found video-stimulated recall a powerful medium for revealing aspects of their practice they had not previously considered.
Updated: Dec. 16, 2018
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
Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation
In this study, the authors examined whether preservice teachers’ experiences with video analyses during teacher preparation had long-lasting effects on their reflective practices once they entered the profession. Specifically, they examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation, continued to do so when they reflected on their teaching effectiveness as full-time teachers. The authors found that teachers who attended the video-enhanced course during teacher preparation outperformed their counterparts in both the quality of evidence they drew upon and their attention to individual or subgroups of learners. The results highlight that different teachers thought differently about their lessons when asked whether they were effective.
Updated: Aug. 29, 2018
Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher’s Experience
The purpose of this study was to understand the experience of a female beginning elementary school teacher participating in a training program aimed at supporting her professional development through the use of video. The authors conclude that the findings showed that this type of program can have benefits for the participants’ professional development. By focusing on the beginning teachers’ concerns and expectations, such programs can help them integrate new knowledge into their frame of reference and apply it in a concrete way in the classroom.
Updated: Jun. 13, 2018
The Impact of Preservice Teachers’ Experiences in a Video-Enhanced Training Program on their Teaching: A Case Study in Physical Education
This article describes a case study, which documented the influence of preservice teachers’ (PTs') experiences in a Video-Enhanced Training Program (VETP) on their teaching. Specifically, the authors sought to identify the influence of video viewing experiences by examining the PTs’ point of view. The findings revealed that the Video-Enhanced Training Program (VETP) fostered the PTs’ ability to conduct a classroom activity. The authors found that the majority of PTS followed the rule taught in the VETP when they were teaching a lesson. Furthermore, it was found that only when PTs could compare what they had learned with classroom events were they able to give professional credibility to the rule taught by teacher-educators, because only then they could judge the rule’s effectiveness. The findings also show that the PTs’ following the rule in their teaching was influenced by an individual mix of experiences. These findings highlighted the importance of multiplying and diversifying the experiences of learning to follow a rule so that PTs can each shape their own experiential trajectory.
Updated: May. 22, 2018
In this study, the authors explore how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course. The authors drew on this tool to analyze their own practice after the conclusion of the course. The findings reveal that providing pre-service teachers with tools to analyze teaching can support them in learning to systematically study teaching and learning. In addition, the authors identified the ways that participants construct substantive analyses that meet this criteria. Moreover, they identified alternative approaches participants use for analyzing practice.
Updated: Feb. 13, 2018
Opportunities to Notice: Chinese Prospective Teachers Noticing Students’ Ideas in a Distance Formula Lesson
This article examines the noticing of six Chinese mathematics prospective teachers (PSTs) when looking at a procedural error and responding to three specific tasks related to that error. The results demonstrate that all six PSTs attended to the order exchange issue. The participants were able to attend to, interpret, and respond to the order exchange issue from various perspectives. The authors argue that this variety of perspectives suggests a variety of access to PCK and prior experiences as students of mathematics.
Updated: Feb. 11, 2018
This study aimed to examine what prospective teachers (PSTs) noticed while watching video of their own co-teaching, particularly in a microteaching setting that consisted of peers. The findings reveal that PSTs PSTs demonstrated the ability to look beyond themselves in the video and focus on students and student learning. The majority of PSTs' observations also included some aspect of the mathematical content they were attempting to help students understand in the video. PSTs also demonstrated the ability to dissect specific moments of their teaching. They also consider some observations in regard to previous teaching experiences and theories.
Updated: Oct. 29, 2017