1. New Perspectives on the Role of Video in Teacher Education

Sherin, Miriam Gamoran

doi:10.1016/s1479-3687(03)10001-6

Cited by 185 publications

(204 citation statements)

References 17 publications

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“…Video-vignettes can be re-watched and are therefore a good basis to reflect from multiple perspectives (Seidel et al, 2013). They facilitate collaboration between student teachers, and between student teachers and teacher educators (Hess, 2004;Sherin, 2004). Nevertheless, some authors stress weaknesses in the use of instructional videos, claiming they might interfere with desired learning outcomes and reinforce conventional preconceptions of teaching (Beitzel & Derry, 2009;Brophy, 2004).…”

Section: Video-vignettes To Develop Feedback Competencementioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

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The ability to give constructive, purposeful and timely feedback is essential to the teaching profession. Research indicates that this competence remains underdeveloped during initial teacher education. This paper focuses on the design, implementation, and evaluation of a competence development intervention with secondary mathematics student teachers. The intervention builds on videotaped response-based simulations. A pre-test/post-test design was used. Mathematics student teachers were invited to respond to open-ended questions while watching a series of video-vignettes which focused on providing feedback to students in different real-life classroom situations. Content analysis of student teachers' answers helped us map changes in their feedback competence development. A scale was developed to capture their related feedback self-efficacy. The results indicate that the intervention had a positive impact on the development of mathematics student teachers' feedback competence. Implications and directions for future research are discussed.

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Section: Video-vignettes To Develop Feedback Competencementioning

confidence: 99%

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Muñiz-Rodríguez

Alonso

Rodrı́guez-Muñiz

et al. 2018

EURASIA J MATH SCI T

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“…Finally, video-coaching refers to the use of taped activities of the student-teachers themselves which then lead into group discussion. In terms of video implementation, Sherin (2004) pointed out some applications such as microteaching, lesson analysis, modeling of experts, videocases, and supervising student' s performance by the instructor. In the present study we focused on video-cases in its «video-viewing» and «videomodel-ling» forms.…”

Section: The Specific Use Of Videosmentioning

confidence: 99%

Is video-case an efficient tool to complement the practical learning in real contexts? Effects on satisfaction and performance in Social Work Degree students

Aranda¹,

García-Domingo²,

Gutiérrez³

2016

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The study aims to assess the impact of the video-case as an additional support tool in Social Work learning practice. The practical character of the discipline requires assessing the practical knowledge acquisition through different teaching and learning methodologies. The research was conducted with 118 Social Work Degree Students at the University of Jaén (Spain). Participants were randomly assigned to two conditions: face-to-face class (control group) vs. audiovisual class (experimental group). Both video-cases and learning were focused on Family Treatment Teams functioning in Spain. After watching the video or attending the class, participants filled in two questionnaires: The General Satisfaction Scale and the Performance Test. Among other results, ANOVA showed that participants in the audiovisual condition assessed the acquisition of skills and cognitive processes (memory and attention) better than those in the face-to-face condition. Meanwhile, the performance was not affected by the condition assigned. In conclusion, this research proves the positive effect of video-cases in Social Work practical learning processes as an extra tool.

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“…3.3 University-based didacticians' knowledge and professional development Tirosh, Tsamir, Levenson, Barkai, and Tabach (2014) start from the position that using videos as a tool for prompting teachers' learning has been widely established (Jaworski, 1990;Santagata and Guarino 2011;Sherin 2007). They examine the use of video as a tool for promoting inquiry among preschool teachers and didacticians.…”

Section: Practice-based Didacticians' Knowledge and Professional Devementioning

confidence: 99%

Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching

Jaworski

Huang

2014

ZDM Mathematics Education

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1. New Perspectives on the Role of Video in Teacher Education

Cited by 185 publications

References 17 publications

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Exploring the Effectiveness of Video-Vignettes to Develop Mathematics Student Teachers’ Feedback Competence

Is video-case an efficient tool to complement the practical learning in real contexts? Effects on satisfaction and performance in Social Work Degree students

Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching

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