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Berg, Ellen van den

doi:10.1023/a:1013193111324

Cited by 20 publications

(4 citation statements)

References 8 publications

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“…The antistatic agent was a soap of multivalent metals. In 1981, a variation on the method of Lange was proposed by van den Berg [54] of Philips. It was noted that a disadvantage of the previous method was that a correction lens is required to bring the virtual position of the light source used in agreement with the position of the deflection point of the electron beams.…”

Section: Electrophotographic Methodsmentioning

confidence: 99%

Deposition of Powder Phosphors for Information Displays

Sasaki¹,

Talbot

1999

Adv. Mater.

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Section: Electrophotographic Methodsmentioning

confidence: 99%

Deposition of Powder Phosphors for Information Displays

Sasaki¹,

Talbot

1999

Adv. Mater.

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“…Öğretmen adaylarının kendi video-durumlarının yanı sıra akranlarının videodurumları kullanılarak tasarlanan duruma-dayalı öğretim sürecinde, akran videodurumları aracılığı ile öğretim sürecinde içerik çeşitliliği ve öğretmen adaylarının daha fazla sınıf-içi durum örneğine ulaşması sağlanmaktadır (Brunvand, 2010;Kucan, Palincsar, Khasnabis ve Chang, 2009;Olkun, ve diğ., 2009;Shen, Gromova, Zakirova ve Yalalov, 2017;Yung ve diğ., 2007). Akranlarının sınıf-içi öğretim uygulamalarını izlemek, öğretmen adaylarının deneyim eksikliklerini giderebilmelerini sağlamanın yanı sıra, diğerlerinin deneyimlerinden öğrenmelerine de destek olmaktadır (Barth, Piwowar, Kumschick, Ophardt ve Thiel, 2019;de Mesquita, Dean ve Young, 2010;Rong ve Choi, 2019;Roose, Goossens, Vanderlinde, Vantieghem ve Van Avermaet, 2018;Sherin ve Van Es, 2009;Stockero, 2008;Van den Berg, 2001). Ayrıca akranlarının öğretim deneyimleri aracılığı ile öğrenme süreci, öğretmen adaylarının öğretim sürecine ilişkin güdülenmelerini arttırmaktadır (Sharpe ve diğ., 2003).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

A Method In Video Case-Based Instruction: Pre-Service Teachers' Own Video-Cases Edited And Discussed

Sancar

Deryakulu

2020

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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This study aimed to examine the video case-based instruction process, which includes the faceto-face discussion of video-cases edited by pre-service teachers with their own in-class teaching experiences. For these purposes, the research was conducted as a case study by adopting a qualitative research approach. The research group consists of 16 (9 female, 7 male) pre-service teachers who took the course of Teaching Practice for the first time in the Department of CEIT, Faculty of Educational Sciences, Ankara University in 2016-2017 academic year. The research process includes the recording of in-class teaching experiences of pre-service teachers, preparing these teaching experiences as video-cases edited by the pre-service teachers, monitoring, and discussing the video-cases. The data of the study was obtained from the process evaluation interviews with the prospective teachers using a semi-structured interview form. As a result of this research, in the video case-based instruction process, it was determined that the pre-service teachers had the opportunity to monitor themselves, that they noticed the change in both themselves and their friends, that they learn to accept criticism. Also, it was determined that their appreciation by their peers and caring about their thoughts were valuable and important. Finally, it was found that the video-based instruction process was beneficial for preservice teachers in order to gain experience (more than they could gain), discuss and develop critical skills, as well as to obtain feedback that could not be obtained from school counselors.

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“…Van Es and Sherin (2002) proposed that videos could be effective tools in helping teachers develop their ability to notice and interpret classroom interactions. Van den Berg (2001) highlights another the potential of using videos, namely that they enable teacher educators to prompt the students to watch for specific elements when viewing a video, thus compelling the teachers to look more deeply than they might otherwise have done.…”

Section: Figure 1: Ritpack Framementioning

confidence: 99%

Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Course

Crisan

2018

Distance Learning, E-Learning and Blended Learning in Mathematics Education

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In order to help the participants on our online course engage critically with research to reflect on whether and how digital technology supports students' understanding and learning of mathematics, I proposed to trial the use of online video cases in the next presentation of this newly designed online course. In this chapter I will be reporting on trialling the use of video cases with the course participants and on the potential of using these videos with the aim of supporting the development of the participants' Research informed Teachers' Pedagogical Content Knowledge (RiTPACK) with a particular focus on how the digital environment supports students' mathematical work.

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Untitled

Cited by 20 publications

References 8 publications

Deposition of Powder Phosphors for Information Displays

Deposition of Powder Phosphors for Information Displays

A Method In Video Case-Based Instruction: Pre-Service Teachers' Own Video-Cases Edited And Discussed

Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Course

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