Search results for: Video technology
Page 9/14 138 items
In this evaluation study, the authors compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. The results indicate that there were no significant differences between students in the distance and on-campus teacher education cohorts on the measures of learning.
Updated: Aug. 30, 2012
How Pre-service Teachers Observe Teaching on Video: Effects of Viewers’ Teaching Subjects and the Subject of the Video
In this study, the authors studied subject matter impact for professional vision (pv) in pre-service teachers. The authors systematically investigated pre-service teachers’ professional vision as elicited by videos of various subjects. The authors compared between professional vision of 32 math/science majors' and 56 social science/humanities majors. The authors found evidence for different professional visions among pre-service teachers majoring in different fields; social sciences/humanities majors showed higher professional vision.
Updated: Jul. 30, 2012
Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. This study examines how to effectively use videos to guide student-teachers towards professional development.
Updated: Jul. 30, 2012
Assessment of Teacher Competence using Video Portfolios: Reliability, Construct Validity, and Consequential Validity
In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and discussed.
Updated: Jun. 27, 2012
Preservice Teachers' Perceptions of Pedagogic Documentation Techniques in Early Childhood Teacher Preparation
The current research examines the perceptions of early childhood preservice teachers in relation to earning the techniques of pedagogic documentation with young children. The participants were preservice teachers who were enrolled in an upper division course in an early childhood teacher preparation program at a major University in the southern United States.
Updated: Apr. 18, 2012
In this article, the authors explore the following question: To what extent and in what ways does constructing a video case of their own discussion-based teaching help interns reflect on their teaching? The authors report three main findings: the interns’ frame of mind toward using video as a tool for reflection changed from closed to more open; observations became more specific, complex and more focused on instruction and student interaction; and the audience for the case influenced what interns paid attention to.
Updated: Feb. 16, 2012
Copying Right and Copying Wrong with Web 2.0 Tools in the Teacher Education and Communications Classrooms
Understanding copyright as it impacts online communication and publishing with Web 2.0 tools on open access networks must become an important part of literacy and communication education in today’s Information Age. In this article, the authors describe an approach they have employed in their English education and communications classrooms to address this need.
Updated: Jan. 17, 2012
Making Sure What You See is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science
The purpose of this paper is to identify the challenges and discuss the opportunities of incorporating digital video technology into the research on preservice science teacher education. The authors conclude that the incorporation of digital video technology and coding software packages into research focused on improving the quality of science teacher education provides a number of methodological advantages for researchers and numerous benefits for preservice education faculty and students. However, the use of digital video research methods can pose serious threats to the validity of any investigation. The article also discusses future directions for DVT applications.
Updated: Jan. 16, 2012
The current paper investigates, both theoretically and empirically, the political dimensions of teacher learning. The authors examine this issue through a theoretical work on teacher professional vision, and an empirical study of video-based teacher professional development.
Updated: Dec. 21, 2011
Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development
In this article, the authors examined the affordances and challenges of three types of video - published video, teacher's own video, and peers’ video- when they were used in a Problem-Based Learning professional development program. It was found that teachers learned from watching video multiple times and discussing video with peers. The authors conclude that PBL can be a promising discourse structure for guiding video-based discussion.
Updated: Dec. 06, 2011